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 arV16461 
 
 Industrial education. 
 
 3 1924 031 425 667 
 olin.anx 
 
Industrial Education. 
 
 ^ GUIDE TO {MANUAL TRAINING. 
 
 SAMUEL G. LOVE, 
 
 Superintendent of the Jamestown, N. Y. Public Schools, 
 
 ASSISTED BY 
 
 A 
 
 MARY R. WILLARD, 
 
 Tiaiitb Sham JllustrationB 
 
 By vesta WILLARD, 
 
 New York and Chicago. 
 
 E. L KELLOGG & CO., 
 
 1887. 
 
/^\ 
 
 iRNE 
 UNfVERE:'TY 
 
 BRARV -^^ 
 
 Copyright," 1887, 
 
 E. L. KELLOGG & CO., 
 
 New York. 
 
PREFACE. 
 
 The lessons in this volume were originally pre- 
 pared as a guide for the instructors and pupils in 
 the Industrial department of the schools with which 
 the authors are connected. A complete system of 
 Manual Training having been organized and put in 
 operation, it became necessary that it should be 
 formulated for the convenience of the classes, and 
 for the guidance of the instructors in charge of 
 them. 
 
 It was not supposed that there would be a demand 
 for the publication of this course in Manual Train- 
 ing. But the subject of Industrial Education has 
 been rapidly growing in the minds of teachers and 
 others interested in the development and growth of 
 educational methods. Inquiries came with increased 
 frequency as to what was being done in the James- 
 town schools, and whether it was practicable to 
 make Manual Training a feature of education in 
 the public schools. It was thought best to make no 
 reply until actual tests, in all the grades from the 
 Primary to the High Schools, had been made. 
 
 We could now give to the public a statement of 
 our experiences and the methods we had adopted 
 for conducting a system of Manual Training in our 
 schools, but we hesitated because of grave doubts of 
 our ability properly to present the matter. Messrs. 
 E. L. Kellogg & Co., the educational publishers, 
 have watched our course for years and encouraged 
 
IV PREFACE. 
 
 US, and at their request we at length consented, and 
 prepared the pages that follow. 
 
 It should be remembered that the field of labor in 
 preparing such a volume is new and mostly untried. 
 It could not be hoped to overcome diflBculties in the 
 way of making it acceptable in a scientific and lit- 
 erary point of view. 
 
 It is no more than a plain, unvarnished explana- 
 tion of the way in which Manual Training has been 
 introduced and carried on in the public schools of 
 Jamestown for several successive years. And it 
 may encourage if we add that Manual Training has 
 grown in favor with both pupils and patrons here 
 from ihe very beginning. 
 
 With what success the work of preparing this 
 volume has been accomplished must be left for those 
 to decide who undertake its use. Let it be used in 
 the same spirit in which it is given to the public — 
 an earnest desire to find better methods of educat- 
 ing the children. 
 
 Many and grateful acknowledgments are due to 
 those who have given encouragement and aided in 
 the preparation of the text for the publishers. 
 
 S. G. Love. 
 
 Jamestown, N. Y., May, 1887. 
 
CONTENTS. 
 
 Chap. page 
 
 Preface, .......... iii-iv 
 
 Contents, v-vi 
 
 Suggestions to Teaohbks, . * vii 
 
 How to Introduce Manual Training, . . . viii 
 
 Manual Work for Girls of the Grammar School, . xii 
 
 Manual Training for Boys in the Grammar School . xv 
 
 Manual Training in the High School, . . . xviii 
 
 PART /. 
 
 The Claims of Manual Training, 1-19 
 
 I. Upon what Grounds is the Claim made for the Intro- 
 duction of Manual Training in our Schools ? . . 1 
 II. Is it Practicable to Add Manual Training to the Pres- 
 ent Course ? 13 
 
 III. How can Manual Training be Given in our Schools, . 14 
 
 Manual Training in the Primary Schools, . . 15 
 
 " " " Second Primary Schools, . 16 
 
 " " " Grammar Schools, . . 16 
 
 " High Schools, ... 17 
 
 Time required for Instruction in Manual Training, 18 
 
 Instructions for Manual Training, .... 18 
 
 Expense of Manual Training, 19 
 
VI CONTENTS. 
 
 PART II. 
 
 Chap. paqis 
 I. iNTKODtrCTION OF InDTJSTKIAI, OK MaHTJAL TRAIN- 
 ING INTO THE Jamestown Public Schools, . 20-29 
 
 II. CouBSE OF Study of the Jamestown Public 
 
 Schools, Adopted June, 1886, .... 30-38 
 
 PART III. 
 
 I. Suggestions, Lessons, and Methods of Instruc- 
 tions IN Manual Training in the Primary 
 
 School — First Grade, 39 
 
 Block Building, 40 
 
 Straw Stringing, 70 
 
 Bead Stringing, . • 80 
 
 Learning Colors, 88 
 
 Tablet Laying, .... ... 90 
 
 Paper Folding, 95 
 
 Writing, Drawing, Gymnastics, and Review Les- 
 sons, 103 
 
 II. The PumABY School — Second Grade, . . . 106 
 
 Stick Laying, 107 
 
 Picture Cutting, Ill 
 
 Scrap-book Making, 113 
 
 Spool Work, 114 
 
 Paper Embroidery, 118 
 
 Braiding, . . 122 
 
 Writing, Drawing, and Gymnastics, . . . 124 
 
 III. The Primary School— Third Grade, ... 125 
 
 Perforated Cardboard Embroidery, .... 126 
 
 Star Plaiting, 128 
 
 Mat Weaving, 132 
 
 Writing, Drawing, and Gymnastics, . . . 138 
 
 IV. The Primaby School— Fourth Grade, ... . 140 
 
 Slat Plaiting (Advanced), 141 
 
 Crocheting Chain Stitch, 142 
 
 Paper Folding i^Admnced), . ... 145 
 
CONTENTS. vil 
 
 Chap. 
 
 PAQE 
 
 Perforated Cardboard Embroidery (Advanced), . 150 
 
 Penmanship, Drawing, and Gymnastics, . . 151 
 
 V. The Primaby School— Fifth Geadb, ... 153 
 
 Sewing over-and-over, 154 
 
 Crocheting, 15g 
 
 Paper Folding and Mounting 160 
 
 Penmanship, Drawing, and Gymnastics, . .164 
 
 VI. The Pkimaby School— Sixth Grade, . . 166 
 
 Hemming, 167 
 
 Pease Work, Igg 
 
 Knitting, 170 
 
 Tissue-paper Flowers, 176 
 
 Penmanship, Drawing, and Gymnastics, . , 184 
 
 PART ly. 
 
 I. Manual Work for Boys and Girls— Introduc- 
 tory, 186 
 
 II. The Grammar School— Seventh, Eighth and 
 
 Ninth Grades, 189 
 
 III. Lessons in Plain Sewing, Running, Gathering, 
 
 Stitching, and Overcasting, .... 191 
 
 Crocheting, I94 
 
 Knitting, I95 
 
 Mending, Patching and Darning, and making But- 
 ton-holes, 195 
 
 IV. The Shop for Wood- work — Introductory, . . 198 
 
 The Shop, I99 
 
 The Hammer, 301 
 
 Material, 203-206 
 
 Drawing Lines and Laying off Distances, . . 206 
 
 Sawing, 210 
 
 Planing, . . 313 
 
 Use of Hammer, Saw, Plane and Marking Tools, . 320 
 
 Boring 235 
 
 Chiseling, and the Mortise and Tenon Joint, . . 239 
 
 Miter Joint, Dowel Joint, and Dovetail Joint, . 235 
 
 Penmanship, Drawing, and Gymnastics, . . 349 
 
VUl CONTENTS. 
 
 PART V. 
 
 Chap. page 
 I. Mantjal Tbaininq in the High School— Intho- 
 
 DUCTOBY, 251 
 
 II. Cutting — The Sbwing Machine, .... 354 
 
 Embroidery, .... . . 255 
 
 III. Cooking — The Kitchbn— Materiais— Plan of 
 
 WoKK, 258 
 
 IV. Foot Powbii Machine Tools, 263 
 
 The Scroll Saw, 271 
 
 The Circular Saw, ; ,274 
 
 V. FiNIBHING, 275 
 
 VI. Dbawing and Construction, 280 
 
 VII. Printing, , 286 
 
 Index, . 296 
 
SUGGESTIONS TO TEACHERS. 
 
 This volume, as the title indicates, is intended as 
 a guide to Manual Training. It is not meant to dic- 
 tate a set of cast-iron methods, but solely to en- 
 lighten the judgment of the teacher who under- 
 takes to use it. It will doubtless fall into the hands 
 of those whose ability or experience will qualify 
 them to amend or improve some of its features; the 
 purposes of its preparation will be greatly served by 
 the addition of these amendments and improve- 
 ments. 
 
 A few suggestions, in part explanatory of its use, 
 are offered. 
 
 1. The book should be carefully read, before any 
 attempt is made to use it as a text-book. 
 
 3. The teacher should become familiar with the 
 theory, and as much as possible with the practice of 
 each lesson, before undertaking to give the instruc- 
 tion to the pupils. 
 
 3. It is not necessary to put Manual Training in 
 all the grades or classes at once. One or perhaps two 
 classes that can be cared for the most conveniently 
 may undertake it at first, leaving it to be introduced 
 to the others as circumstances may permit. As the 
 difficulties in the way of introducing it in the pri- 
 mary grades are much less than in other grades, it 
 is well to begin with them. 
 
 4. Although results may not be quite as apparent, 
 it should be remembered that elementary Manual 
 
VUl SUGGESTIOirS TO TEACHERS. 
 
 Training is as useful and quite, as important as ele- 
 mentary training in Reading or Numbers. 
 
 5. In all the primary grades the lessons in Manual 
 Training should be put in the program for regular 
 work, as a daily exercise ; or, at all events, so as to 
 come up on alternate days. 
 
 6. If the value of Manual Training to the pupil is 
 felt by the teacher to be as great as any of the sub- 
 jects of study and practice, the instructor will be 
 less apt to lack the confidence necessary to make it 
 a success. 
 
 7. It is believed that money to defray the ex- 
 penses will, at an early day, be provided by law; in 
 the mean time, it may be raised by entertainments 
 given by the students and pupils, or in other ways 
 which will suggest themselves to teachers and 
 patrons, whose spirit and purpose will not allow 
 them to wait. 
 
 HOW TO INTRODUCE MANUAL TRAINING. 
 
 Those teachers who desire to introduce Manual 
 Training, should note carefully the following direc- 
 tions: — 
 
 First. Make the first attempt at introduction by 
 placing it in the Primary Grades, and only one or 
 two occupations at a time. When the use of a little 
 has created in pupil and patron a desire for more, 
 ways and means for widening the sphere of action 
 will not be wanting. 
 
 Second. The teacher must have some inspiration 
 upon the subject; must arouse interest in the class 
 by the contagion of his own enthusiasm; must him- 
 self show belief in the work, and awaken it in the 
 workers. 
 
SUGGESTIONS TO TEACHERS. ix 
 
 As stated several times in the pages which follow, 
 he may combine the Industrial work with that 
 of the ordinary school routine, until such a time 
 as it may be deemed expedient to procure an in- 
 structor for Manual work alone. In whichever 
 of the aforenamed capacities he works, it is highly 
 essential that he be thoroughly acquainted with the 
 specific details of each occupation. Preparation 
 must precede teaching in Manual no less than in 
 Mental Training. 
 
 Third. The room and time may be the same as 
 those usually occupied for recitations. With young 
 children, an exercise in Manual work ought never 
 to occupy more than fifteen or twenty minutes. If 
 a suitable class-room be available, a scheme whereby 
 it may be converted into an Industrial Room will at 
 once suggest itself to the intelligent teacher. Fur- 
 ther hints upon this subject are given hereafter. We 
 feel assured that any teacher who has room and time 
 for teaching Geography, Grammar, and Arithmetic, 
 can profitably spare at least a small share of both for 
 Manual instruction. 
 
 Fourth. In the Primary Grade the material first 
 to be used will consist of the blocks. These may be 
 purchased at small cost, or made in accordance with 
 the directions on pages 40 and 41 of this book. For 
 a class of fifteen pupils, will be required seventy -five 
 cubes and fifty each of half -cubes and oblongs; or, 
 fifteen of the sample boxes described on page 40, 
 with an additional supply of half-cubes and ob- 
 longs. 
 
 For stringing straws, the material should consist 
 of straws prepared as described on page 70. There 
 should be at least fifteen of each length, for each 
 
X SVGGESTtONS TO TEACBER8. 
 
 pupil. For stringing beads, materials can be pro- 
 cured as indicated on page 80. An ounce of beads 
 of assor,ted kinds will be required for each pupil. 
 
 For Learning Colors, small exertion and no expense 
 combined with large interest, on the part of teacher 
 and pupils, will procure an abundance of material. 
 If ever at a loss for fresh illustration, it must be 
 remembered that the book of nature is always open. 
 Special instruction under this head will be given 
 hereafter. 
 
 For Tablet Laying, materials may be readily se- 
 cured very cheaply as indicated on page 90. The 
 four kinds mentioned are the square, oblong, equi- 
 lateral triangle, and isosceles triangle. At least fifty 
 of each of these kinds will be required for a class of 
 fifteen pupils. 
 
 From its nature, the material used for Paper Fold- 
 ing cannot be satisfactorily used but once. But it is 
 easily procured and prepared (see page 95) and so, 
 if properly used, will not necessarily make much ex- 
 penditure. 
 
 The materials thus far mentioned, comprise those 
 which are introduced in the first year of the Primary 
 Grade. 
 
 The second year, stick laying, picture cutting, 
 scrap book making, spool work, paper embroidery, 
 and braiding are introduced. A method for procur- 
 ing, preparing, and presenting the materials required 
 for these occupations will be found described under 
 each specific head, in its proper place in this volume. 
 The amount of material needed must depend upon 
 the number of pupils to receive benefits therefrom, 
 and must be decided by the judgment of the In- 
 structor in charge. 
 
SUGGESTIONS TO TEACHERS. XI 
 
 For the third, fourth, fifth, and sixth years of the 
 Primary Grade, the materials necessary for an In- 
 dustrial course will be found fully detailed and de- 
 scribed, each under its proper head in the pages 
 which follow. 
 
 Further information desired, upon the subject of 
 Industrial material, can be gained by application to 
 E. L. Kellogg & Co. 
 
 A complete set of materials and implements, suflS- 
 cient for the introduction of Manual Training into 
 any school, can be secured upon application to the 
 firm above mentioned, or from parties to whom they 
 will refer the applicant. 
 
 Fifth. A few cautions should be observed in in- 
 troducing Manual Training. In the first place, too 
 much should not be attempted. The teacher, how- 
 ever ambitious, will perhaps have to be satisfied 
 with short time, few materials, small classes, — and 
 those of the lowest grades, — and inconvenient ar- 
 rangements. If he is in earnest and knows how to 
 do the work, the pleasure he will derive from watch- 
 ing the growth of the enterprise will amply compen- 
 sate for the discouragements of the first outlook. He 
 must make the work popular by the power of his 
 own interest in it. He naust make it so attractive 
 that the children will like it and like books because 
 of its indirect influence. He must be economical; 
 using such materials as require small expenditure 
 of money; such as can be used and re-used. How- 
 ever cheaply or easily the material may have been 
 secured he must remember that nothing will justify 
 extravagance or wastefulness in its use. 
 
 He must use tact and wisdom in introducing, con- 
 ducting, aijd enlarging the work. A natural app«» 
 
XU SUGGESTIONS TO TEACHERS. 
 
 tite is often spoiled by overfeeding. The work 
 must be needed and asked for, and the worker stim- 
 ulated to the best exertions of which he is capable, 
 by a knowledge of something beyond, worth striving 
 for, which honest striving will obtain. 
 
 MANUAL WORK FOR GIRLS OF THE GRAMMAR 
 SCHOOL 
 
 may be properly introduced as soon as the advance- 
 ment of the work in the lower grades seems to war- 
 rant the step. As in the case of the Primary Depart- 
 ments a gradual introduction of the work is advised. 
 Let the classes be few in number and called but two 
 or three times during the week, and then do not al- 
 low the sitting or recitation to continue longer than 
 forty-five minutes. Let the first work be a review of 
 that done in the final Primary year, with just enough 
 of variation and introduction of new occupations, to 
 insure interest. Attempt little and be satisfied, at 
 first, with simple work and modest results. Allow 
 any pupil to take home with her any satisfactory piece 
 of work which she has completed. Active co-operation 
 of patrons cannot be expected unless they have some 
 knowledge of the enterprise, its object, its working, 
 and its results. In the Grammar School a class of 
 girls for Manual work should not contain more than 
 seven members. 
 
 The Teacher of Industrial work in the Grammar 
 School must be governed by the same general condi- 
 tions as those above stated in reference to the Pri- 
 mary Department. In this case, however, a special 
 teacher for the Department of Manual Training is a 
 
SUGGESTION'S TO TEACHERS. XIU 
 
 greater necessity than in the former. This is de- 
 manded by the age of the pupils, the nature of the 
 occupations as the work advances, and the general 
 conditions of the Grade. If means are narrow and 
 ways limited, still a determination to succeed will go 
 far toward success. 
 
 Preparation for the Work is an absolute neces- 
 sity on the part of the instructor if he would succeed. 
 How is this preparation to be obtained? The door 
 of the. Training School does not stand open to all, but 
 if it did, it is not the only way to knowledge of the 
 subject and method of instruction. The wide-awake, 
 practical teacher will learn how to teach Manual 
 Training by reading books and educational papers, 
 by asking questions, by experimenting, by invent- 
 ing, by making good use of common sense. 
 
 The Room and Time for Manual Training in the 
 Grammar School may be subject to limitations at 
 first, but successful growth will suggest and pro- 
 mote ways and means. It has been proven that the 
 substitution of Manual for Mental work at stated 
 times, say two or three times in the week, has re- 
 sulted favorably for the progress of the latter. The 
 ordinary school room may be used, but a recitation 
 room is to be preferred if available. (For further 
 suggestions see page 186.) 
 
 The Occupations for the first year in the Gram- 
 mar School are those which may be classed under 
 the general term,— plain sewing, viz. : sewing over- 
 and-over, running, hemming, stitching, overcasting, 
 and gathering. For this work, to supply a class of 
 
XIV SUGGESTIONS TO TEACHERS. 
 
 seven pupils, six or eight yards each of bleached and 
 unbleached muslin will be suflBcient material for a 
 beginning. The supply can be readily replenished 
 when necessary. A few yards of calico may be 
 added if desired. Add a dozen spools of white thread, 
 Nos. 40, 50, and 60; a half-dozen papers of good 
 needles. No. 8; a convenient pasteboard box for 
 each member of the class, and an additional supply 
 for general uses; a dozen cheap thimbles of various 
 sizes; a paper of good pins; several pairs of shears 
 and scissors; some pieces of bees- wax and a tape- 
 measure, and the simple outfit may be considered 
 fairly complete. (For manner of preparing and 
 conducting the work the teacher is referred to 
 page 191.) 
 
 The occupations for girls in the second and third 
 years of the Grammar School are knitting, crochet- 
 ing, patching, darning, and making button holes. 
 The quantity of yarn, worsted, and fabric required 
 will depend upon the amount of work and size of the 
 class. In introducing the work, it would be well 
 perhaps to order, at one time, simply the quantity 
 needed for the work in hand. The supply may be 
 augmented as necessity demands. A crochet hook 
 and set of good knitting needles will be required for 
 each member of the class. 
 
 It must not be understood that the curriculum here 
 laid down is exhaustive. If the teacher loses sight 
 of the value of original device, the best benefit of 
 any occupation is missed. 
 
 Ample directions for the introduction of printing 
 and type-setting may be found under the proper 
 head in this book. 
 
SUGGESTIONS TO TEACHERS. XT 
 
 MANUAL TRAINING FOR BOYS IN THE GRAMMAR 
 SCHOOL. 
 
 SEVENTH, EIGHTH, AND NINTH GRADES. 
 
 This is a new field of labor, requiring special prep- 
 aration; none, however, that may not be readily de- 
 vised by the enthusiastic, determined teacher. 
 
 The Instructor. If the means are ample, and the 
 spirit and purpose fully developed, a special teacher 
 or foreman should be employed, and placed under 
 the general direction of the principal. Otherwise 
 the principal himself must take the work in hand 
 assisted by one or two of the older pupils. It is 
 understood of course that the instructor, whoever 
 he may be, has a good knowledge, theoretical 
 and practical, of the work to be done by his pupils. 
 Assistant pupils, acting as foremen, should also 
 be well posted in the work of those under their 
 care. 
 
 The Room. With money in hand, of course, a 
 shop may be easily provided (see directions on page 
 199) with an outfit of tools, as they are required. A 
 small beginning may be made by fitting up one or 
 two knock-down benches (see page 200), and setting 
 them up in the school room or other convenient 
 place, at the close of school, and a class of four boys 
 put to work with them, for thirty or forty -five min- 
 utes. This plan, as a beginning, has been employed 
 with success. Again, a neat little cottage may be 
 put up at small expense, on the school grounds, its 
 size depending on the number to be accommodated. 
 This plan has also been successfully tried, when first 
 introducing the work, and it may be made perma- 
 
xvi SUGGESTIONS TO TEACHMBS. 
 
 nent. There must be a work room of some kind, and 
 the thoroughly in earnest, enthusiastic teacher will 
 not fail to devise the means for providing one. 
 
 The Time. If the shop is kept open during school 
 hours, the program must be made so that the prin- 
 cipal can be at liberty fifteen or twenty minutes 
 once or twice a day, in order to oversee the work, 
 and the work in the shop must not interfere with the 
 recitations of the pupils. A little attention should 
 be given to these matters at the opening of the term. 
 Each class should have forty-five minutes two of 
 three times a week. 
 
 The Tools. The only tools required for the first 
 series of lessons are the hammer and the nail set. 
 There should be light hammers for the smaller boya 
 and full sized ones for the larger boys. The number 
 should be governed by the number in the class for 
 work at the same time. 
 
 For the Second series of lessons, it will be neces- 
 sary to have rules, squares, try-squares, thumb- 
 gauges, straight-edge poles, knives, scratch-awls, 
 and chalk and lines, not for each member of the 
 class, but enough for them to use. Two or more can 
 work together in these lessons. 
 
 For the third series of lessons a supply of saws 
 must be had, cut-off saws, rip-saws, and back-saws. 
 As all the members of the class will not use the same 
 tool at the same time, economy may be used in the 
 purchase of the tools. Two or three saw-horses will 
 be required. 
 
 The tools required for each series of lessons are in- 
 dicated at the opening of the chapter treating of 
 
SUGGESTIONS TO TEACHERS. xvii 
 
 each series. The cost will depend upon the quality 
 and the number required. There are so many grades 
 or qualities of the same tool that prices will vary 
 greatly, but it will generally pay to get the best. 
 
 The Material. For the first series of lessons, a 
 few pieces of planed pine and hemlock and three 
 sizes of nails, 4s, 6s, and 8s. 
 
 For the second series, a few planed pine boards, 
 six or ten feet in length, and other shorter pieces of 
 different widths. 
 
 For the third series, the lumber like that given 
 for the second may be used. 
 
 The amount for each of the series of lessons will 
 depend upon the number in the classes, the work 
 done and the trials to be made before the work is ac- 
 cepted by the instructor. 
 
 It is believed that when the first three series of les- 
 sons have been taught, the instructor will be fully 
 prepared to provide tools and materials for further 
 work without any directions or suggestions. 
 
 The Instruction. The best results will undoubt- 
 edly be achieved when the young workman studies 
 carefully in the book each lesson before he attempts 
 to do the work. With the book in his possession he 
 can be fully prepared for an intelligent trial with the 
 tools before going to the shop; he will need less at- 
 tention from the instructor and a larger class can be 
 taught at the same time. Every piece of work com- 
 pleted by the pupil should be submitted to the instruc- 
 tor and accepted before another is taken in hand. 
 
 Remarks. Be careful not to undertake too many 
 kinds of work at the beginning, and master each 
 kind before taking up the next. Do not expect too 
 
XVUl SUGGESTION'S TO TEACHERS. 
 
 much of the pupil; if he does the best he can it must 
 be accepted till he can do better. 
 
 The lessons given in this book are not exhaustive, 
 and hence the way is open for original devices, new 
 lessons, and other methods. The instructor should 
 not lose sight of the fact that the mind of the pupil 
 is to be actively employed, and that the results of 
 his efforts should receive all due encouragement and 
 praise from both his teachers and his parents. 
 
 One side of the sewing room and shop both should 
 be jELtted up with pigeon-holes 12x15 inches and 15 
 inches deep, smaller or larger, in which each pupil 
 may place her or his work when about to leave the 
 room. 
 
 IN THE HIGH SCHOOL, 
 
 Manual Training for girls will have an acknowl- 
 edged place if its introduction in the lower grades 
 has met with favor and resulted in success. Its in- 
 troduction here will follow naturally. In the exper- 
 imental stage, most of the necessities and demands 
 of the case may be covered by the suggestions given 
 above, in regard to the work in the Grammar School. 
 (Further information may be gained by consulting 
 pages 253-262.) 
 
 For the Boys in the High School. The work 
 herein is a continuation of that done in the Grammar 
 School, and under similar conditions. The tools are 
 mostly already in the shop; and the material can be 
 purchased as it is needed, if it is not kept in stock. 
 
 Further directions will be found in the lessons 
 themselves. 
 
PART FIRST 
 
 THE CLAIMS OF MANUAL TRAINING. 
 
 There are many questions regarding Manual 
 Training or Industrial Education, which present 
 themselves to the practical mind and demand an 
 answer. Most prominent among them is : 
 
 I. Upon -what grounds is the claim made 
 for the introduction of Manual Training 
 into our schools? 
 
 1. It is believed that it ranks in importance with 
 the study of Numbers or Language in the benefits it 
 confers on its recipients. 
 
 By training the eye and hand we educate; it is 
 manual work that appeals to these in a most per- 
 sistent manner. 
 
 "Nothing stimulates and quickens the intellect 
 more than the use of mechanical tools. The boy 
 who begins to construct things is compelled at once 
 to begin to think, deliberate, reason, and conclude. 
 As he proceeds he is brought into contact with pow- 
 erful natural forces. If he would control, direct, and 
 apply these forces, he must first master the laws by 
 which they are governed; he must investigate the 
 causes of the phenomena of matter, and it will be 
 strange if from this he is not also led to a study of 
 the phenomena of mind. At the very threshold of 
 
Z INDUSTRIAL EDUCATION. 
 
 practical mechanics a thirst for wisdom is engen- 
 dered, and the student is irresistibly impelled to in- 
 vestigate the mysteries of philosophy. Thus the 
 training of the eye and the hand reacts upon the 
 brain, stimulating it to excursions into the realm 
 of scientific discovery, in search of facts to be ap- 
 plied in practical forms at the bench and the anvil."* 
 These words of an able writer, a careful thinker 
 and student, and a gentleman of large experience in 
 schools for manual training for boys, apply equally 
 well to the girl, who is early initiated into the mys- 
 teries of doing and making. She too learns that the 
 mind must impress itself upon matter through the 
 eye and the hand, and that by her skill in so doing 
 she may become a useful member of society, discov- 
 ering truths and receiving and conferring benefits. 
 It is to her a priceless endowment. 
 
 2. It aims at positive usefulness. 
 
 The belief is becoming widely spread, that any sys- 
 tem of education that does not have for its object 
 in some degree the self-sustaining of the recipient, 
 that does not aid him in becoming a producer, is 
 radically defective. Fifty or sixty years ago, an 
 education in the schools of that day was a sufficient 
 guaranty for a livelihood. The recipient could step 
 into a place in business, commercial or professional 
 life, and woo and win success. There were few com- 
 petitors for the places of educated men and women, 
 and they were the acknowledged superiors of the 
 uneducated masses. This is not the case to-day. 
 
 An education obtained from books and competent 
 instructors does not necessarily aid one in becoming 
 
 *C. H. Ham. 
 
THE CLAIMS OF MANUAL TRAINING. 3 
 
 a good bread-winner. It is a noticeable fact that 
 very many of our youth who complete the course of 
 instruction in our high schools have but one resource 
 for obtaining a living by their own labor, and that 
 is teaching. They are effectually shut out from the 
 rest of the world until they shall have learned to do 
 something, learned to use their hands in some useful 
 industry; and so in sheer disgust they not infre- 
 quently give their education to the dogs, and go to 
 work; but not always. The ranks of the idlers and 
 the demagogues are often replenished by them. 
 
 3. It gives a feeling of independence of character 
 to the pupil. 
 
 Children learn to take practical views of life, and 
 to form and maintain a close alliance with the 
 things from which they are fed, clothed, and shel- 
 tered. The healthiest, clearest, most vigorous minds 
 are usually found in bodies which tread the earth 
 with the proud consciousness that they know how 
 to appropriate and use some of the good things con- 
 tained therein. The reason that self-made men 
 and women take their places among the great and 
 powerful, is because they were compelled, through 
 necessity, -^to become familiar with work, to learn 
 to do things, as well as to study books. They have 
 had manual training all their lives. Wendell Phil- 
 lips says: " The best education in the world is that 
 got by struggling to get a living." 
 
 4. Human beings were meant to employ their mus- 
 cular powers. , 
 
 In the education of our youth we proceed upon the 
 theory that they are purely intellectual beings, and 
 
4 INDUSTRIAL EDVCATION. 
 
 hence that the pursuits of the school should be for 
 the sole purpose of developing the intellect. Now 
 the fact is, children, as well as men and women, 
 are animals, having physical organisms to be trained 
 and developed. The physical nature makes it nec- 
 essary for them to know something of the physical 
 world, objects that they can see, taste, and handle 
 with their hands. And the better they know this 
 outer world, how to mold, change, transform it, to 
 a useful purpose, the more likely are they to suc- 
 ceed; for the fittest survive. The earlier they begin 
 to experiment with the physical world, the better 
 hold do they have of life, and the more serviceable 
 may they become to themselves and others. 
 
 5. Children love activity. 
 
 The great majority of children and youth prefer 
 to do something, go on errands, do some kind of 
 work that is pleasant, agreeable, to the drudgery of 
 study, trying to obtain useful information from a 
 book. Call for a messenger in a school-room full of 
 pupils and three-fourths of them will jump at the 
 opportunity of getting away. The life of a student 
 is not natural to them, and notwithstanding the best 
 and most wisely directed efforts of the best instruct- 
 ors, they will give up efforts in that direction, when 
 once free from the restraints of the school-room. 
 They don't expect to live by study. They don't 
 want to, and they will not. They do expect to 
 work, and if they were early and wisely trained to 
 use their powers in learning to do a great variety of 
 things, it would help them materially in the high 
 road to a good living, and aid their aspirations for 
 success. 
 
TBE CLAIMS OF MANUAL TRAINING. 5 
 
 6. Children are horn to he doers rather than learn- 
 ers of book knowledge. 
 
 We must remember that the brains of the young 
 are in a formative condition, and are not a perfect 
 medium for the action of the mind, that the food 
 taken should to a large extent go to nourish and 
 develop the body; that the growth and development 
 of the brains, the mental powers, should be natural, 
 and not in any sense forced, and that all intellectual 
 work should be as nearly as possible voluntary and 
 without restraint. Hence the admonition to make 
 the duties of the school-room pleasant and attractive, 
 in order that the pupils may be drawn rather than 
 driven thereto. 
 
 And yet we all most thoroughly understand that 
 idleness, listlessness at school, is pernicious, fruitful 
 of evil, and none better than those of us who think 
 we have discovered, that under our present system 
 of education the young minds are liable to be over- 
 worked, that they are "fetched through" their 
 annual courses at a sacrifice of mental vigor for 
 future attainments, and are not infrequently made 
 dull and stupid, instead of active and bright by per- 
 sistent overwork. We know too that occupation, 
 employment, is the foster-mother of industry, that 
 all legitimate success in life depends upon the con- 
 stant use of the powers of the body and mind. So 
 we say with a due degree of reserve and modesty, 
 that the Manual Arts mingled with the study of 
 books and things, suggest a reform much needed, 
 and which should be introduced all through our 
 schools at no distant day. 
 
6 INDUSTRIAL EDUCATION. 
 
 7. At home the child is trained in doing. 
 
 The movements of a child, with the body, the 
 hands, the eyes, are at first without meaning, me- 
 chanical, emotional, more or less unconscious; but 
 by experience and training, they become intellectual, 
 more or less under the direction of the mind. The 
 infant in learning to talk uses words ^without know- 
 ing the meaning of them, and often with no definite 
 purpose of expressing an idea or thought; the inco- 
 herent utterances are simply manifestations of a 
 fullness of animal life, an overflow of spirits; but 
 through the careful, skillful efforts of the mother 
 and friends, and the influence of companions, these 
 unQieaning expressions rise to an intellectual appre- 
 hension of their meaning. 
 
 8. The school should continue what is begun in 
 the home. 
 
 The first efforts of the child at school are more or 
 less mechanical, unmeaning; but by experience and 
 practice the mental processes are mastered and at 
 length become more and more complicated. 
 
 In a similar condition we find them with regard 
 to the use of their hands and eyes, in forming, mold- 
 ing, and making objects useful and beautiful; and 
 in a similar manner, if at all, must these powers, 
 faculties, be trained and developed. So, as we be- 
 lieve it wise to have our children grow to manhood 
 and womanhood with some knowledge of Language, 
 Mathematics, and the Sciences, why not also give 
 them some practical knowledge of the things they 
 live by, are clothed with and sheltered under? Why 
 not give them instruction in the Manual Arts? We 
 do not teach the professions in our public schools, 
 
TBE CLAIMS OF MANUAL TRAINING. 7 
 
 nor should we the trades, but simply give them as 
 much instruction, experience, as will enable them to 
 choose wisely when finally they are ready to enter 
 upon their life work. A young man who, at this 
 period of his life, knows his powers for work with 
 his hands, who has been trained more or less in the 
 Manual Arts in addition to intellectual culture, has 
 a decided advantage over those who have not; and 
 why not in the name of human progress give it to 
 him in the school, as the chances are that he will 
 get it nowhere else. 
 
 9. Very many children dislike books. 
 
 In all of our schools we find a greater or less num- 
 ber of pupils who for some sufficient cause do hot 
 take kindly to books and study. They may be faith- 
 ful, but they are weak; they may be willing, but 
 they cannot accomplish their tasks; they may be 
 dull, but they are also indifferent. These classes 
 of pupils cover a large field of the educational work 
 of the teacher. And what becomes of them? Some 
 of them fall out early by the way, some continue 
 the unequal struggle, blindly groping their way, 
 until thick darkness envelops them and they too fall 
 out. Others still hold on, encountering persuasion, 
 entreaty, threatening, driving, until at last they be- 
 come incorrigible. They not only cannot, but they 
 will not, be profited by the best efforts of the in- 
 structors. Now I undertake to say that almost 
 every individual in these classes may be reached, 
 may be made intelligent and appreciative, may be 
 made to forsake evil ways, and become attentive 
 and obedient, by simply putting his senses and 
 his hands into harmonious relations with his mind. 
 
8 INDUSTRIAL EDUCATION. 
 
 Training in the Manual Arts will accomplish this 
 very desirable result, in many cases, as I know from 
 repeated trials; and under the most favorable circum- 
 stances will seldom fail to deeply interest the other- 
 wise indifferent, stupid and incorrigible. The un- 
 folding of the mind is well nigh an accomplished 
 fact, when it is attempted through the use of the 
 eyes and the hands. The world becomes beautiful 
 and attractive to those who are engaged in mak- 
 ing it so. 
 
 Now suppose that all our children and youth, 
 male and female, were trained in the Manual Arts ac- 
 cording to their circumstances and capacities, the 
 same as they are now in the languages and mathe- 
 matics, would not niany of these harmful features 
 of society be remedied, and the world be the better 
 for it? Whatever others may say, or think, or do, I 
 believe that this reform is to be the saving grace of 
 the American republic, and the nations of the old 
 world as well. 
 
 10. There is a growing distrust of the methods of 
 the public schools. 
 
 Are not many people thinking and saying that the 
 curricula of our primary and secondary schools 
 need to be revised and corrected? There is a suspi- 
 cion abroad that young children, especially in our 
 graded schools, are trying to learn too much and too 
 many things from books; that the confinement 
 of the school-room is not evenly adjusted for 
 the growth and strength of the body; and that so 
 much study of subjects above their powers to com- 
 prehend, has a tendency to weaken their love of 
 knowledge. It is coming to be believed that it is 
 
THE CLAIMS OF MANUAL TRAINING. 9 
 
 the height of unwisdom to keep young children, and 
 youth as well, all the day at work upon subjects in 
 which they have little interest, to appreciate which 
 they necessarily have small powers, and weak mem- 
 ories to retain what they neither understand nor 
 care for. 
 
 The difference between the study of books and 
 learning the Manual Arts is just this: with the 
 former, after the work of committing to memory, 
 comes the examination, during which we undertake 
 to determine, by questions not always legitimate, 
 the contents of his storehouse of learning; the result 
 is not satisfactory to either teacher or pupil, because 
 the interest being gone, the memory fails to retain 
 all or nearly all that is beyond his years and experi- 
 ence. But training in the Manual Arts being actual 
 experiences, they remain in the mind for suitable 
 digestion and assimilation; and there being no pre- 
 mature search after what he knows, no fear of cate- 
 chists and catechisms, his thoughts ripen and we 
 see and he feels that he has gained some knowledge. 
 
 11. It is said that our schools promote laziness. 
 
 School life is necessarily more or less sedentary. 
 The young person who attends closely to his daily 
 duties, having three or four studies to master, finds 
 but little time for physical exercise, and the inclina- 
 tion to a quiet, contemplative life grows as time ad- 
 vances. Work with the hands, or any duty that 
 requires bodily activity, becomes distasteful; and 
 this kind of inactivity finally begets indolence of 
 both mind and body. The habit of inaction 
 thoroughly formed, it requires a stronger purpose 
 than the ordinary young person possesses to over- 
 
10 INDUSTRIAL EDUCATION. 
 
 come. Once lost, the desire to engage in those active 
 duties by which fortune and honor are achieved 
 seldom returns. 
 
 Under the present state of things, if a young man 
 finds himself without a disposition to work, and he 
 does not have to look far usually, or if a farmer or 
 mechanic has a son with a delicate or diseased con- 
 stitution, he gets what is called an education, and 
 enters upon one of the professions, and so the ranks 
 of statesmen, lawyers, doctors, preachers and teach- 
 ers are freely and constantly replenished with weak, 
 inefficient, and untrustworthy men. 
 
 13. Manual Training has caused satisfaction 
 where introduced into schools. 
 
 The best, the strongest argument to any one is the 
 actual test of the workings of the Manual Arts in 
 the schools. During all the years (some eight or 
 ten) that the subject of Manual Training has been 
 under discussion, and the work of introducing it into 
 the schools of Jamestown has been going forward, 
 the writer can say that not one word has been ut- 
 tered in opposition. Doubts were only expressed as 
 to its feasibility and usefulness; and these so far as 
 is known have yielded to the test of actual experi- 
 ment. Patrons have expressed their pleasure in 
 view of the new interest manifested by their chil- 
 dren in the duties of school; the teachers have al- 
 ways been more than willing to cooperate in 
 developing every feature of the work; and nearly 
 every pupil that has been directly connected with 
 the Manual Training department is a living witness 
 of some good received. Nor is the claim unjust that 
 the general management, the government and the 
 
THE CLAIMS OF MANUAL TtlAINING. 11 
 
 instruction of the schools, have been made less la- 
 borious and more attractive by its introduction. And 
 the consciousness of having in some degree been in- 
 strumental in putting the children and youth in 
 possession of certain solid advantages, affords a 
 better assurance of having done good than the usual 
 work of a teacher's limited career. 
 
 13. Manual Training will greatly improve our 
 present school system. 
 
 There is no proposition to give up the substantial 
 features of our school system; but only to add to the 
 course of study, or to substitute for things of less 
 importance training in the Manual Arts. It is the 
 belief of many thinking men and women, that our 
 present system can be immensely improved. If it is 
 the province of education to assist the recipient in 
 obtaining a livelihood, if a part of its purpose should 
 be to make the young familiar with the outer world, 
 to teach the relations of matter and the develop- 
 ment of force, power, practically, if its aim should 
 be to kindle in them a desire to do something, as 
 well as to study books, to become workers in the 
 great hive of the industries; if its object should be 
 to develop muscle as well as brain; if it is the part 
 of wisdom to give a portion of the hours of school 
 to establishing harmonious relations between the 
 eye, the hand, and the mind; if it is a good thing to 
 teach the pupil that occupation, constant and wisely 
 directed, is the foster-mother of industry, through 
 which comes all legitimate success in life; if the in- 
 struction of the school-room should be so directed 
 as to encourage a close and friendly alliance be- 
 tween labor, brains, and capital; and if training in 
 
12 INDUSTRIAL EDUCATION. 
 
 the Manual Arts will materially aid in accomplish- 
 ing these grand objects, stimulating and quicken- 
 ing the intellect, who shall say that they should 
 not be introduced into all the schools of the land? 
 It will probably be found that here are the leading 
 features of the new education, of which we have 
 dreamed. 
 
 14. Manual Training promotes human progress 
 and happiness. 
 
 In all the civilizations of this age, and all 'past 
 ages for that matter, there has been a constant ten- 
 dency to divorce labor from brains, and it has gen- 
 erally happened that brains was the plaintiff in the 
 suit. Capital has always held the mastery over 
 labor, because it has carried the brains, the requisite 
 mental vigor and foresight, to keep in subjection a 
 partner that ought to stand by its side, equal in 
 honor, equal in authority. If there were 10,000 Pow- 
 derlys in the United States, or men of intelligence 
 and honesty, socialists and anarchists would be rele- 
 gated to the shades whence they came and where 
 they belong, and capital would have to share the 
 burdens of society with greater liberality; the great 
 problem that agitates with fearful apprehensions 
 the thinking men and women of the land would be 
 solved. If the workmen in the land were as intelli- 
 gent, as cultured, as they ought to be and might be, 
 there would of necessity be a healthy union of labor 
 and capital, and the prosperity and progress of all 
 classes would be assured. 
 
 But another question will arise: 
 
THE CLAIMS OF MANUAL TRAINING. 13 
 
 II. Is it practicable to add Manual Train- 
 ing to the present course? 
 
 If it ranks in its benefits to the recipient, with 
 the study of Numbers or Language, it , should, 
 and it will in good time take its place beside 
 them in the curricula of our schools. So in pro- 
 portion as it is seen to be useful, as we learn 
 that it constitutes an essential element in the 
 education of youth, it will become a part of their 
 daily duties in the schools. Hence the test of the 
 practicability of training in the Manual Arts in our 
 schools must be made by determining the degree of 
 its usefulness; and I venture to suggest, that it 
 would be the part of wisdom if some of the recogr 
 nized subjects of study could be more carefully 
 measured by the same standard. A course of study 
 to which Manual Training is added, the enlightened 
 educator will find to be more practical and health- 
 ful than the usual one that demands book work 
 only. It is just the addition the anxious parent 
 would call for; it gives a pupil something to do. It 
 is as practicable to teach Manual Training as to 
 teach Language or Numbers or any other subject pur- 
 sued in the schools. The additional expense is no 
 more than has been freely accorded to the progress 
 of civilization on every other hand. If it were added 
 by substitution, it would assuredly be a wholesome 
 relief from useless study and depressing confine- 
 ment. The verdict, so far as it has been tried, is, 
 "eminently practicable." And the impression is 
 rapidly growing in the minds of the people, that it 
 is to become one of the essentials in the education 
 of children and youth. 
 
14 INDUSTRIAL EDUCATION. 
 
 During a trial of about six years, in Jamestown, 
 there has been a constant growth of the department 
 until now a great majority of the pupils in the 
 schools receive the benefits of the training to some 
 extent, and in the near future we hope to be able to 
 offer to all a full course in the department. While 
 our Board of Education would not have thought it 
 possible or even wise to undertake to establish a 
 course of Industrial Education in the schools, they 
 have promptly and unanimously seconded every 
 effort to give the department a permanent place in 
 the curricula, and any effort to displace it, or any 
 way to cripple its operations, would, I am sure, meet 
 with their determined opposition. The practical 
 teacher will next ask, if these things are true: — 
 
 III. How can Manual Training be given 
 in our schools ? 
 
 1. It must be introduced without doing any injury 
 to the cause of education, but rather serve its best 
 interests. 
 
 2. It must be organized as a department of in- 
 struction, and managed and represented as one of 
 the essential features of an education. 
 
 3. If it is to be given a permanent place in our pub- 
 lic schools, it must be done eventually by authority 
 of law; suitable legislation must be had, followed 
 by specific direction of the Superintendent of Public 
 Instruction, in the same manner as Drawing was in- 
 troduced into the graded schools of the state some 
 ten or twelve years since. But since immediate 
 legislative action cannot be looked for, at least 
 until further tests of its advantages have been made, 
 
THE CLAIMS OF MANUAL TRAINING. 15 
 
 and the means of its accomplishment determined, 
 voluntary efforts will have to be made by different in- 
 stitutions throughout the state. The press, and think- 
 ing men and women, are already giving some atten- 
 tion to the subject, and we may confidently hope that 
 public opinion will ripen so that a decision may be 
 anticipated in the not far distant future. 
 
 In the mean time, it may be placed in those schools 
 whose teachers are desirous of solving the problem 
 for their own satisfaction and the public good, and 
 the greater the number of the schools that engage 
 in the work, the sooner shall we have the required 
 legal enactments. 
 
 Manual Training in the Primary Schools. — The 
 work of Manual Training in these schools is ^ot 
 complicated nor expensive, and is very easily man- 
 aged; hence it can be easily introduced into them. 
 The subjects of study and practice in our public 
 schools may be classed as follows, viz. : 1. Languages; 
 3. Numbers or Mathematics; 3. Objects (in the higher 
 grades, Sciences) ; 4. Manual Training. In organiz- 
 ing a primary school for work, each class or grade 
 should be given one or more studies under each head; 
 thus the class will have one recitation each day in 
 Manual Training. If time is wanting, the class may 
 be called on alternate days. When the class in 
 Manual Training is called, give to each pupil at his 
 desk or on the recitation seat, on his slate, the ma- 
 terial as provided, and set him at work. The course 
 of study and instruction for the primary grades will 
 be found in Part II. of this book, and the lessons 
 showing how a class in Manual Training may be 
 conducted will be found in Part III. 
 
16 INDUSTRIAL EDUCATION. 
 
 It is claimed that the pupils under this course of 
 instruction will accomplish more, and do better 
 work than if Manual Training were omitted. 
 
 Manual Training in the Second Primary 
 Schools. — These schools or classes, constituting the 
 4th, 5th, and 6th grades, are engaged in advanced 
 work on the same subjects as the Primary, or 1st, 
 2d, and 3d grades. The classes should therefore 
 be called and conducted in the same manner. In all 
 of these first six grades the boys and girls should be 
 placed in the same classes in Manual Training and 
 do the same work. The courses of study and instruc- 
 tion for these grades will be found in Part II. of this 
 book, and the lessons showing how they may be 
 conducted will be found in Part III. 
 
 Manual Training in the Grammar School. — In 
 these schools or departments, which constitute the 
 7th, 8th, and 9th grades, the work of organizing and 
 conducting the classes in Manual Training becomes 
 a little more complicated. There must be a shop for 
 the boys, or a place in which a certain number of 
 them can work at the same time; and a sewing 
 room for the girls. In both rooms there must be 
 competent instructors, other than the teachers of the 
 class rooms. The shop and sewing rooms may be 
 vacant rooms fitted up, or basement rooms well 
 lighted, or a building for the purpose near the school- 
 house. If capable instructors cannot be secured, 
 place the rooms in charge of some of the older pupils 
 in the high school, under the general direction of a 
 class-room teacher, giving each of them the care of 
 one class every day. Send to these rooms as many 
 boys and girls as can be accommodated at one time. 
 
THE CLAIMS OF MANUAL TRAINING. 17 
 
 to remain from 45 to 60 minutes. They can go every 
 day, or on alternate days, as convenience or neces- 
 sity may require. It naay be needful for the pupils 
 engaged in this department to do some of their 
 school-room work out of school hours, which they 
 will usually gladly undertake, rather than to be de- 
 prived of the privileges of Manual Training. The 
 work for the pupils of the grammar schools will be 
 found fully exemplified in Part IV. of this book. 
 
 Manual Training in the High School.— The 
 students of the High School, having their recitations 
 at different hours of the day, may go to the shop and 
 sewing room when not otherwise engaged. They 
 need not go in classes. They will be put upon ad- 
 vanced work of the same general character as the 
 pupils of the grammar schools. The lessons to be 
 given them will be found exemplified in Part IV. of 
 this book. Printing. — Those who are to learn to 
 set type and do other work of a printing office, are se- 
 lected from the Grammar and High Schools. They 
 may be chosen, 1, in accordance with an expressed 
 wish to learn; 2, from an aptitude supposed to 
 make them good type-setters; 3, from a willingness 
 to undertake the work of learning in addition to 
 their other school duties. The members of the class 
 should be given one year in the printing office 
 unless sooner relieved for cause. The number of 
 pupils and time per day must be regulated by 
 circumstances. Printing is one of the great in- 
 dustries of our civilization, and young persons well 
 trained in the art in connection with their educa- 
 tion will not be so liable to become tramps in after 
 years. 
 
18 industrial education. 
 
 The Time Required for Instruction in Manual 
 Training. — In establishing and conducting a depart- 
 ment for Industrial or Manual Training, the idea 
 must be abandoned, that pupils should, that they 
 can, or that they do, devote all the hours of school 
 to study and recitations. When they have learned 
 how to be industrious, how to train and use their 
 memories, and where they can have a pleasing ob- 
 ject in being industrious, they will accomplish their 
 tasks and have time daily for other work. Plodding 
 and droning in the school-room may be in a great 
 degree wiped out, when there is pleasant work for 
 leisure hours. 
 
 Instructors for Manual Training. — In almost 
 every corps of teachers will be found one or more 
 persons who know many things, and who learn 
 other things quite readily. To this class of teach- 
 ers may be given the charge of the primary and 
 second department classes. In the grammar and 
 high schools an instructor must be employed to 
 teach the girls, which may be done in a sewing 
 room, or in the school-room at stated times during 
 the week. A good janitor who is a mechanic can 
 be employed to instruct the boys in the shop, or 
 if he cannot do it an older and more mature pupil 
 can be put in charge of the shop, and by employ- 
 ing two or more of these, the shop can be kept 
 open for work all the day. And a young man of 
 quick intelligence, and active body and mind, can 
 in a short time learn to take charge of the printing 
 office. Of course these suggestions are hints for 
 those who may propose to begin the work in a 
 small way. 
 
THE CLAIMS OF MANUAL TRAINING. 19 
 
 The Expense of Manual Training. — That there 
 must be additional exp'ense in establishing a depart- 
 ment for Manual Training in our schools goes with- 
 out saying, as most of the good things in this life 
 are achieved by an expenditure of time, labor, and 
 money, and.usually the better, the greater the cost. 
 And it is greatly to be desired that its merits be 
 carefully and thoroughly tested by good men, in the 
 right kind of communities, in order that the author- 
 ities of the state may be enabled to act intelli- 
 gently upon the subject. 
 
 But for the purposes of experiment, a suflScient 
 sum may be raised by donations from those inter- 
 ested in educational progress and reform. In James- 
 town we had a fund (called the Exhibition Fund, 
 which was raised by public entertainments given by 
 the schools) at our disposal, and quite enough to de- 
 fray the current expenses of the department while 
 in the experimental stage. This fund we still keep 
 good: and whenever the Board of Education hesi- 
 tate or too long delay in granting requests, we draw 
 upon our own little treasury, and if we are right, 
 we know that our measures will be adopted by 
 them in time. 
 
PART SECOND. 
 
 Cbapter 1F. 
 
 THE INTRODUCTION OF INDUSTRIAL 
 
 OR MANUAL TRAINING INTO THE 
 
 JAMESTOWN PUBLIC SCHOOLS. 
 
 There will be, doubtless, many interested to 
 know the origin and progress of Industrial or 
 Manual Training in the Jamestown schools. When 
 the writer came to the village twenty -one years 
 ago, to organize the Union School, he had some very 
 positive, but rather indefinite ideas in regard to 
 the defects in the education of children and youth. 
 The advantages afforded by our educational system 
 fell short of the claims made for them, and the 
 expectations of patrons were not realized. Desiring 
 to meet demands and expectations of the public, 
 special departments were, at an early day, estab- 
 lished in Vocal and Instrumental Music, Book- 
 keeping, Physical Culture, Normal Instruction (for 
 teachers), and Drawing and Painting. 
 
 It required persistent effort to organize these 
 departments, and to secure teachers qualified to 
 fill the positions of instructors in them. And when 
 established, it became necessary to render them 
 intensely practical, in order to satisfy the patrons 
 
MANUAL TRAINING IN JAMESTOWN SCHOOLS. 21 
 
 and the public that they formed a legitimate feature 
 of public instruction. The Board of Education 
 felt that these departments paid for themselves in 
 the added interest and patronage of the schools, 
 and they heartily cooperated to make them per- 
 manent. But they did not feel warranted to vote 
 all the money needed to make them successful. 
 The money to supply this deficiency was derived 
 from a "fund" realized at annual exhibitions given 
 by the pupils, under the direction of the teachers; 
 $350 to $300 were raised in this way each year. 
 When these departments were in full operation, it 
 was still evident to me that something was yet 
 lacking; that our schools did not either develop the 
 powers of the children or fit those powers for the 
 responsibilities and duties of real life. Our youth 
 would have to hunt up places to fit themselves for 
 life's duties after leaving school. I thought much 
 of this without seeing any way out. 
 
 During the years 1867, '8 and '9, it was my good 
 fortune frequently to meet Prof. James Johonnot, 
 one of the leading educators in the state, well known 
 as a writer of several valuable text books on educa- 
 tion. I had known him well for many years. But 
 at these meetings we became more intimate, and on 
 many occasions discussed fully and freely both 
 the philosophy and methods of education. In these 
 discussions was first suggested to me the idea that 
 Industrial education would enable the school to 
 meet the demands of the public upon it. Entertain- 
 ing this new thought awhile, I labored to develop a 
 plan for introducing it into the schools. 
 
 But the rapid growth of the schools during these 
 years made it quite impossible to take any measure 
 
22 INDUSTRIAL EDUCATION. 
 
 immediately toward realizing this new idea. All of 
 the time that could be spared from my regular 
 duties was given to assisting the Board of Educa- 
 tion to provide suitable rooms and instructors.* 
 
 Much thought, however, was given to the subject; 
 ways and means were devised, with a view to 
 adopting Manual Training, but the field was so new 
 and untried, they were always given up before trial. 
 Occasional conversations with the teachers found 
 them generally more than willing to undertake to 
 carry out any measures that might be adopted. The 
 Board of Education usually expressed themselves in 
 favor of the theory of Industrial Education, but as 
 it had not been tried elsewhere, counseled the 
 wisdom of waiting until the matter was better 
 understood. Meanwhile, we thought of it and dis- 
 cussed it. 
 
 In the fall of '74, it was determined to make a 
 beginning by opening a printing office. A press, 
 type, and fixtures, costing $135, were purchased — 
 money from the "fund" — and set up in an unoccu- 
 pied room on the fourth floor. It was placed in 
 charge of the commercial teacher, who, when a 
 boy, had worked in a printing office. Two classes 
 of boys and girls of four each were selected from 
 the grammar and high schools to learn to set type. 
 They were given two hours or more each week, 
 during the school year. 
 
 The Board of Education was conducting a course 
 of lectures, and by doing a large share of their print- 
 ing, the odor of "useless," "unnecessary expense," 
 
 • The schools were opened in the fall of '65, with 250 pupils in all the depart- 
 ments and 8 teachers. In the fall of '70, there were 1,405 pupils and 28 teachers; 
 in '77, 1,668 pupils and 37 teachers; and in '85, 2,277 pupils and 50 teachers. 
 
MANUAL TRAINING IN JAMESTOWN SCHOOLS. 23 
 
 "not educational," and other unsavoriness was 
 mostly removed from the nostrils of the public. 
 This department has been in operation since that, 
 time, with but few interruptions. It has grown 
 from eight to twenty pupils; instead of two hours 
 per week, four hours are given. 
 
 For two or three years, it seemed impossible to 
 add anything more. Accident, however, opened 
 the closed door. One day, a boy was sent to my office 
 as incorrigible. When he came in with the note 
 from his teacher, seeing that he was very angry, 
 I sent him on an errand. On his return, I told 
 him I wanted a certain article made; showed him 
 the drawing I had made of it. He seemed greatly 
 pleased; so I told him to make a good copy of the 
 drawing, making each line twice as long. When 
 finished I said, — 
 
 "Can you do this work if I give you one hour 
 each day from school ? " 
 
 "I am not a member of the school any more," 
 he replied, with trembling lips. 
 
 "That is bad, but I think you can return if you 
 desire." 
 
 " I would like to return." 
 
 " Then go down and handsomely apologize for 
 your past misconduct; make good promises for the 
 future, and you will get your seat again, I have no 
 doubt. Please ask your teacher to come to the office 
 a moment. " Arrangements were soon made and the 
 work done on the second trial, quite satisfactorily. 
 Several other cases of disobedience, etc., were re- 
 ferred to me and similar employment was given. 
 Some of them did their work at home and some at the 
 janitor's bench, in his workroom in the basement. 
 
24 INDUSTRIAL EDUCATION. 
 
 In this unlocked for way, a little furor was 
 created among the teachers to have more boys set to 
 work, good boys as well as bad, and the girls top. 
 But what should they do ? Not being able to think 
 of anything better, the boys of one class-room were 
 set to collecting specimens of the different kinds of 
 domestic woods. They were told how to prepare the 
 specimens, and after twenty-five had been presented 
 and accepted, they were offered three cents for each 
 additional one. Sixty-one species of woods were 
 collected and are now in our cabinet. 
 
 The boys and girls of another room were invited to 
 collect land and water snails. They were directed 
 where and how to hunt for them; also how to pre- 
 pare them for the cabinet. And after a certain num- 
 ber had been collected, they were offered three cents 
 for each additional specimen. 
 
 In the primary schools, little things were conjured 
 up for the pupils to do. In one they were engaged 
 in cutting and making pen-wipers of various pat- 
 terns and with suitable ornamentations; in another, 
 cutting and making picture scrap-books. 
 
 All these things made it more evident that some- 
 thing must be done toward making a permanent 
 establishment of some of the industries in the 
 schools. But the way was so untried, the public so 
 ready to find fault, that nothing of moment was 
 accomplished; and I sometimes felt that it would be 
 a blessing to be relieved of the responsibility of go- 
 ing further forward in this new field. My assist- 
 ants and I began to see that there must be a plan, 
 a regular system carried forward which would give 
 constant daily, or at least weekly, employment to all 
 the pupils. And we set ourselves to work to devise 
 
MANUAL TRAINING IN JAMESTOWN SCHOOLS. 25 
 
 and put in operation such a system. It must be 
 done, we knew, in such a way as not to disturb the 
 patrons and so arouse opposition; it must not, in 
 appearance, at least, interfere with what we are 
 pleased to call the intellectual work of the pupils.* 
 
 So materials were obtained, as beads for 
 stringing, papers for folding, slats for plaiting, 
 sticks for laying, pictures for cutting and scrap- 
 book making, paper for embroidery and the acces- 
 sories to use with them, and distributed among the 
 primary teachers. A few classes were formed in 
 these employments, and mixed with the regular 
 subjects of study. This gave so much satisfaction 
 that other occupations were added from time to 
 time. In order to assist the teachers in perfecting 
 their knowledge of these kinds of work, a course 
 of lectures, illustrating Kindergarten employments, 
 was given by a very capable young lady, a gradu- 
 ate of one of the New York City Kindergarten 
 schools. For the girls of the Grammar and High 
 schools at this time, '81-3, we had already put a 
 sewing class in operation. 
 
 One of the basement corridors was enclosed by a 
 glass partition, and supplied with tables, chairs, and 
 material for the work. This room was placed in 
 charge of a young lady, who was not otherwise 
 engaged, a part of the day. Six classes of five or 
 six each were sent to this room, selected from the 
 lower grades twice a week for one hour. The sewing 
 was graded, and as soon as they could do the work 
 of a lower grade they were promoted. Each one 
 
 • Instruction in free-hand drawing, and exercises in gymnastics, it is to be 
 noted, were already in full operation in all the Primary as well as the Gram- 
 mar and High schools. 
 
26 INDUSTRIAL EDUCATION. 
 
 admitted was entitled to remain one-half of 
 the school year. Of course but a small number 
 could be accommodated at one time; but it was a 
 beginning, and one which could be enlarged as 
 opportunity offered. And in the course of the fol- 
 lowing year, the sewing-room was kept open all the 
 day, a part of the time with two instructors. In 
 another corridor of the basement, a single work- 
 bench for boys had been placed and supplied with 
 tools; and two boys were sent there at a time, one to 
 work half of the hour and the other to watch, under 
 the direction of the janitor, or one of the young 
 men who understood the use of tools. In the same 
 manner as the girls, the boys were selected because 
 they were good scholars, or good for nothing, or any 
 other good reason presented by the class-teacher. 
 
 For a year or more this bench was occupied the 
 greater part of the day, each boy enjoying the priv- 
 ilege twice a week for about one-half the year. 
 They thus learned the use of most of the carpen- 
 ter's tools, beginning with the hammer. 
 
 An opening had now been made all through the 
 schools, not of great moment, it is true, as to the 
 number of pupils, or the amount of work done, but 
 it was a beginning that needed only to be enlarged, 
 to give employment to all. The Board of Educa- 
 tion had been apprised from time to time of the 
 work being done, and so far as could be judged 
 from their words and influence, public and private, 
 it met with their hearty approval. At all events, in 
 the spring of '83, they subscribed liberally, and as- 
 sisted greatly in other ways to raise a fund with 
 which a shop was built, large enough to accommo- 
 date four benches and three lathes, with a loft for 
 
MANUAL TRAINING IN JAMESTOWN SCHOOLS. 27 
 
 storing away lumber, also to supply all the tools 
 and fixtures to put it in complete running order. 
 This done, the shop was placed in charge of two 
 young men, and under the general direction of the 
 janitor (a good mechanic), one of them gave in- 
 struction to classes every school-hour of the day. 
 
 Since that tinae changes have been steadily made 
 in every branch of the department, all tending to 
 iniprove and enlarge the methods, increase the force 
 of instructors, and add to the number of those re- 
 ceiving instruction. Three years ago, two wings 
 were added to the High School building, and in the 
 basement are two rooms, one of which is used for a 
 sewing-room and printing oflSce, and the other for 
 the shop. These rooms are about 28 feet by 37 feet, 
 are well lighted and pleasant, and are supplied with 
 all needed tools, material, and instructors, and are 
 kept open during all the school hours of the day, 
 four days of the week. The old shop has been 
 fitted up for a kitchen, and every Friday during 
 each term two classes of six each receive instruc- 
 tion in the art of cooking. 
 
 The opinions of the people of Jamestown on the 
 subject of Manual Training in the public schools 
 are certainly favorable, at all events no word to the 
 contrary has ever reached me. The Knights of 
 Labor, a very large and respectable organization 
 here, numbering some 1,000 or more, a short time 
 since invited me to address them on the subject, as 
 they desired information. The following resolution 
 was adopted by them after listening to the address: — 
 
 Resolved, That we, local assembly No. 2,525, Knights of Labor, 
 do hereby tender to Prof. S. G. Love a sincere vote of thanks for 
 his able and interesting address on Industrial Training in the 
 
28 INDUSTRIAL EDUCATION. 
 
 public schools delivered before our assembly on Friday evening, 
 December 17, 1886, and we congratulate the citizens of this city 
 upon their good fortune in having such a competent instructor in 
 charge of their schools, which under his efficient management 
 have attained the proud distinction of being favorably mentioned 
 as among the best in the United States. 
 
 The Board of Education has also made a perma- 
 nent record of its views in the following resolu- 
 tions, which were unanimously adopted January 3, 
 
 1887: 
 
 Resolved, That the Board of Education of the Jamestown 
 Union School and Collegiate Institute with pleasure records its 
 high estimation of the able and judicious efforts of Prof. Samuel 
 G. Love in establishing as a valuable and distinguishing feature 
 of the school, a system of Industrial Training; and also of the 
 prompt acquiescence in, and approval of the same, by the people. 
 
 Resolved, That, in the judgment of the board, the inauguration 
 of this system has largely contributed to the reputation and prog- 
 ress of this institution, and to extend the field of its usefulness 
 it heartily commends the purpose of Prof. Love to publish at an 
 early day a text-book of Manual and Industrial Training for the 
 use of schools. 
 
 J. H. Clark, President ; Levajjt L. Mason, Secretary. Sidney 
 Jones, W. W. Henderson, L. B. Warner, F. A. Fuller, Jr., Chas. 
 E. Parks. 
 
 To-day, January 19, 1887, this much can be said of 
 the diepartment of Manual Training in the James- 
 town public schools. All the pupils in the first six 
 grades, about 1400 in number, are given lessons 
 daily, or at least three or four times a week, in some 
 kind of Manual Training. One hundred and twenty- 
 five of the girls and sixty-five of the boys receive les- 
 sons in the sewing-room or shop at least twice or 
 three times each week, and twenty boys and girls set 
 type in the printing office one hour four days of the 
 week. 
 
MANUAL TRAINING IN JAMESTOWN SCHOOLS. 29 
 
 Not all the pupils in the schools receive instruc- 
 tion in the Manual Arts, nor perhaps do those who 
 do receive it get all the attention that is to be de- 
 sired. Two things may, however, be stated with 
 great confidence, born, we believe, of the spirit of 
 the age in which we live, this Nineteenth cen- 
 tury A. D. : 
 
 1st. That the time will soon come when studies 
 yielding little discipline and culture, and less prac- 
 tical service to the pupil will be laid aside, and 
 
 2d. That the hour which accomplishes this end 
 will usher in the one which affords the privilege of 
 Manual Training to every child and youth who de- 
 sire it. Samuel G. Love. 
 
Cbapter flir. 
 
 COURSE OF STUDY IN THE JAMES- 
 rOlVN PUBLIC SCHOOLS. 
 
 Adopted June, 1886. 
 
 The course of instruction as at present adopted 
 and carried forward in the Jamestown public 
 schools, is submitted, not as a guide for other 
 schools of a similar character, nor because it is con- 
 sidered as good as could be planned; but simply to 
 show what is being done in Manual Training and 
 the relation of that Manual Training to the general 
 course of study. 
 
 The entire course is inserted that teachers may 
 see what Manual Training is deemed appropriate for 
 each grade. It has cost much thought and experi- 
 ment to determine this. Certain Manual Training 
 is appropriate for pupils beginning Numbers, certain 
 other work for those who have made considerable 
 progress in Arithmetic. What this should be is a 
 matter of experiment. The arrangement here given 
 is imperfect in some of its features, and is not sat- 
 isfactory in all respects; but still it is the best that 
 could be made in view of the attitude of the public, 
 and the means at hand to give Manual Training. 
 
 The first six or primary grades are as follows, 
 viz.; 
 
THE JAMESTOWN COURSE OF STUDY. 31 
 
 PRIMAEY DEPARTMENT. 
 
 COURSE OF INSTRUCTION, FIRST YEAR— FIRST 
 GRADE. 
 
 FIRST TERM. 
 
 Language — Reading; Vocabulary of twenty name words, and 
 read from chart ; Spelling, the words learned by letter ; correct 
 errors of speech ; Vocal Music. 
 
 Numbers — Count objects to ten ; make combinations of two ob- 
 jects (sticks) to 5, the teacher putting marks on blackboard. 
 
 Object Teaching — Object Lessons on common things ; right and 
 left hand and directions. 
 
 Manual Training — Writing, on the slate and blackboards; 
 Drawing, lines and angles on the slate ; Gymnastics, free and 
 marching ; Industrial, block building, stringing straws. 
 
 SECOND TERM. 
 
 Language — Reading, continue with vocabulary and chart, and 
 read to 20th page First Reader ; Spelling, words selected from the 
 lessons ; correct errors of speech ; instruction in conversation ; 
 Vocal Music. 
 
 Numbers — Count objects to 20 and learn combinations of two 
 numbers (sticks) to 10, the teacher putting marks on blackboard. 
 
 Object Teaching — Learn the points of the compass and locate 
 objects in the room ; Object Lessons ; Physiology, oral lessons. 
 
 Manual Training — Writing on the slate and blackboard ; Draw- 
 ing, combinations of lines and angles on the slate ; Gymnastics, 
 free and marching ; Industrial, stringing beads and learning colors. 
 
 THIRD TERM. 
 
 Language — Reading, first half of First Reader ; Spelling, from all 
 the lessons by letter and sound; lessons in conversation; Vocal Music. 
 
 Numbers — Count to 100 ; review combinations and represent 
 them by figures. 
 
 Object Teaching — Locate objects in the school-room, bound the 
 school yard, review; Object Lessons ; Physiology, oral lessons. 
 
 Manual Training — Writing on slate and blackboard, the same 
 as first and second terms ; Drawing, also the same ; Gymnastics, 
 free and marching, as the first and second terms ; "Industrial, tab- 
 Jet laying, paper folding. 
 
32 INDUSTRIAL EDUCATION. 
 
 SECOND YEAR— SECOND GRADE. 
 
 FIRST TERM. 
 
 Language — First Reader, finished ; Spelling, from all lessons by 
 letter and sound ; exercises in the use of words, and lessons in 
 conversation ; Vocal Music. 
 
 Numbers — Count by twos, threes, etc. ; combinations of two 
 numbers to 20, represented by figures ; review. 
 
 Object Teaching — Locate and describe (bound) objects and places 
 in the district; review; Object Lessons; Physiology, oral lessons. 
 
 Manual Training — Writing, Tracing Book No. 1 ; Drawing, 
 lines, angles, and objects on the slate ; Gymnastics, free, musical, 
 and marching ; Industrial, stict laying, picture cutting. 
 
 SECOND TERM. 
 
 Language — Reading, Second Reader to 40th page ; Spelling, the 
 same as the first term; exercises in the use of words; correct 
 errors in speech ; Vocal Music. 
 
 Numbers — Write and read numbers to 500 ; review the forty-five 
 combinations of two figures, read them at sight ; learn the differ- 
 ence of two numbers. 
 
 Object Teaching — Location and direction of object, and places 
 near and at a distance; review; Object Lessons; Physiology, 
 oral lessons. 
 
 Manual Training — Writing, Shorter Course No. 1 ; Drawing, 
 the same as the first terra ; Gymnastics, the same as the first term ; 
 Industrial, making scrap books, spool work. 
 
 THIRD TERM. 
 
 Language — Second Reader to 63d page ; Spelling, the same as 
 the first and second terms ; lessons on the use of words and punc- 
 tuation marks ; Vocal Music. 
 
 Numbers — Review of the year's work ; write and read numbers 
 to 1000 ; Subtraction continued. 
 
 Object Teaching — Review location and description (boundary) 
 of places and objects, with questions on the township (city) ; Ob- 
 ject Lessons ; Physiology, oral lessons. 
 
 Manual Training — Writing, Tracing Book No. 2 ; Drawing, 
 lines, angles, and objects on the slate, and Inventive drawing; 
 Gymnastics, the same as the first and second terms ; Industrial, 
 paper embroidery and braiding. 
 
THE JAMESTOWN COURSE OF STDDT. 33 
 
 THIRD YEAR— THIRD GRADE. 
 
 FIRST TERM. 
 
 Language — Second Reader to 82d page ; Spelling, from all the 
 lessons, and other words selected ; learn name words and review 
 previous work ; Vocal Music. 
 
 Numbers — Add columns of four figures, combining into two as 
 they are added ; Notation, elementary. 
 
 Object Teaching — Make outline of school-room, building, yard, 
 and locate places arid objects in district ; Object Lessons ; Physi- 
 ology, oral lessons ; lessons on plants. 
 
 Manual Training — Writing, Shorter Course No. 2; Drawing, 
 review work and Inventive ; Gymnastics, free, musical, and march- 
 ing ; Industrial, perforated cardboard embroidery, review work. 
 
 SECOND TEKM. 
 
 Language — Second Reader to 110th page, and selections from 
 other books ; Spelling, the same as the first term ; correct errors of 
 speech, teach action words, review ; Vocal Music. 
 
 Numbers — Continue column addition of four figures; review 
 Notation, Numeration, Subtraction. 
 
 Object Teaching — Review, outlining of school-room, building, 
 yard, and locating places, etc., and teach definitions; Object 
 Lessons ; Physiology, oral lessons ; Lessons on plants continued. 
 
 Manual Training — Writing, Tracing Book No. 3; Drawing, In- 
 ventive continued ; Gymnastics, the same as the first term ; Indus- 
 trial, slat plaiting, review work. 
 
 THIRD TEKM. 
 
 Language — Second Reader finished, selections from other books ; 
 Spelling, the same as the first and second terms ; Write sentences, 
 giving name and action and other words, review ; Vocal Music. 
 
 Numbers — Column addition of six figures, and review all pre- 
 vious work. 
 
 Object Teaching — Outline map of township (village or city) and 
 review all previous work ; Physiology, review ; Object Lessons ; 
 Lessons on Insects. 
 
 Manual Training — Writing, Shorter Course No. 3; Drawing, 
 the same as the first and second terms and review ; Gymnastics, 
 the same as the first and second terms ; Industrial, mat weaving, 
 review work. 
 
34 INDUSTRIAL -EDUCATION. 
 
 SECOND PRIMARY DEPARTMENT. 
 FIRST YEAR— FOURTH GRADE. 
 
 FIRST TEEM. 
 
 Language — Beading, Selections from first third of Third Reader ; 
 Spelling, from all lessons in the Text Books, and other words ; 
 I^anguage, Construction of Sentences, correction of errors, name 
 and action words ; Composition ; Declamation ; Vocal Music. 
 
 Numbers — Mental Arithmetic ; Written, Addition, and Subtrac- 
 tion ; Equations. 
 
 Sciences (Objective) — Local Geography ; Physiology (Hygiene); 
 Botany, description of leaves and flowers. 
 
 Manual Training — Penmanship, Tracing Book No. 3 ; Drawing, 
 Free Hand, on slate and blackboard ; Gymnastics, free exercises 
 and marching ; Industrial, slat plaiting, advanced crocheting, chain 
 stitch. 
 
 SECOND TERM. 
 
 Language — Reading, the same as the first term ; Spelling, the 
 same as the first term ; Language, the same as the first term with 
 quality and connecting words ; Composition ; Declamation ; "Vocal 
 Miisic. 
 
 Numbers — Mental Arithmetic ; Addition and Subtraction, three 
 and four figures ; Equations. 
 
 Sciences (Objective) — Local Geography, Town and County ; 
 Physiology (Hygiene); Botany, description of plants. 
 
 Manual Training — Penmanship, Tracing Book No. 4 ; Drawing, 
 the same as the first term ; Gymnastics, the same as the first term ; 
 Industrial, paper folding advanced, review work. 
 
 THIRD TERM. 
 
 Language — Reading and Spelling, the same as the first and sec- 
 ond terms ; Language, the same as the first and second terms, with 
 how, when, and where words ; Composition ; Declamation ; Vocal 
 Music. 
 
 Numbers — Mental Arithmetic ; Addition and Subtraction, with 
 four and five figures ; Equations. 
 
 Sciences (Objective) — Local Geography and the Primary through 
 Definitions; Physiology (Hygiene); Botany, continued from first 
 and second terms. 
 
THE JAMESTOWN COURSE OF STUDY. 35 
 
 Manual Training — Penmanship, Shorter Course No. 4 ; Draw- 
 iiig, the same as first and second terms ; Gymnastics, the same as 
 the first and second terms ; Industrial, perforated cardboard em- 
 broidery advanced, review wort. 
 
 SECOND YEAR— FIFTH GRADE. 
 
 FIRST TERM. 
 
 Language — Reading, Selections from the second third of Third 
 Reader ; Spelling, from all the lessons in the Text Books and other 
 words ; Language, review, construction of sentences ; Composition ; 
 Declamation ; Vocal Music. 
 
 Numbers — ^Mental Arithmetic ; Written, Review, Notation, Nu- 
 meration, Addition, Subtraction, with definitions of terms used. 
 
 Sciences (Objective) — Geography, Review Local, and Primary 
 Geography through Map of the Hemispheres ; Physiology (Hy- 
 giene); Botany, the same as the first year. 
 
 Manual Training — Penmanship, Tracing Book No. 4 ; Drawing, 
 Free Hand and Inventive, on slate and blackboard ; Gymnastics, 
 free exercises and marching; Industrial, sewing over and over, 
 review work. 
 
 SECOND TERM. 
 
 Language — Reading and Spelling the same as the first term; 
 Language, review all former work ; Composition ; Declamation ; 
 Vocal Music. 
 
 Numbers — Mental Arithmetic ; Multiplication Table ; Multipli- 
 cation, one figure ; Review former work. 
 
 Sciences (Objective) — Geography, review through North Amer- 
 ica; Physiology (Hygiene); Botany, description of woods. 
 
 Manual Training — Penmanship, Shorter Course No. 5 ; Draw- 
 ing, the same as the first term ; Gymnastics, the same as the first 
 term ; Industrial, crocheting, review work. 
 
 THIRD TERM. 
 
 Language — Reading, same as the first and second terms ; Spelling, 
 from aU lessons. Word Book to page 6 ; Language, review, relation, 
 and emotion words ; Composition ; Declamation ; Vocal Music. 
 
 Numbers — Mental Arithmetic ; Review, Division, with one figure. 
 
 Sciences (Objective) — Geography, review, Primary through Map 
 of U. S.; Physiology (Hygiene); Botany, the same as the firsthand 
 second terms. 
 
36 INDUSTRIAL EDUCATION. 
 
 Manual Training — Penmanship, Shorter Course No. 6 ; Drawing, 
 the same as the first and second terms ; Gymnastics, the same as 
 the first and second terms ; Industrial, paper folding and mount- 
 ing, review work. 
 
 THIRD YEAR—SIXTH GRADE. 
 
 FIKST TERM. 
 
 Language — Reading, selections from the Third Reader ; Spell- 
 ing, Word Book to page 11 ; Language, review ; Punctuation ; Cap- 
 itals ; Correct errors of speech ; Composition ; Declamation ; 
 Vocal Music. 
 
 Numbers — Mental Arithmetic ; Written, Addition ; Subtraction ; 
 Short Multiplication and Division ; Definitions. 
 
 Sciences (Objective); Geography, review. Primary through the 
 Eastern States ; Physiology (Hygiene); Botany, description of 
 common plants. 
 
 Manual Training — Penmanship, Shorter Course No. 5 ; Draw- 
 ing, Primary Drawing Book No. 1 ; Gymnastics, the same as the 
 second year ; Industrial, hemming, review work. 
 
 SECOND TERM. 
 
 Language — Reading, the same as the first term ; Spelling, Word 
 Book to 20th page ; Language, review, construction of sentences, 
 parts of speech ; Composition ; Declamation ; Vocal Music. 
 
 Numbers — Mental Arithmetic; Written review, Multiplication 
 and Division with two figures. 
 
 Sciences (Objective) — Geography, review. Middle and Southern 
 States ; Physiology (Hygiene) ; Botany, description of common 
 plants. 
 
 Manual Training — Penmanship, Shorter Course No. 6; Drawing, 
 Primary Drawing Book No. 2 ; Gymnastics, the same as the last 
 term ; Industrial, pease work, review. 
 
 THIRD TERM. 
 
 Language — Reading, Selections from the Third Reader ; Spell- 
 ing, Word Book to 30th page ; Language, review, root words, deri- 
 vation words, abbreviations ; Composition ; Declamation ; Vocal 
 Music. 
 
 Numbers — Mental Arithmetic ; Written, review, Multiplication 
 and Division with four or more figures. 
 
THE JAMESTOWN COURSE OF STUDY. 37 
 
 Sciences (Objective) — Geography, review, Western States and 
 Territories ; Physiology, review ; Botany, review. 
 
 Manual Training — Penmanship, Shorter Course No. 6 1-2 ; 
 Drawing; Gymnastics, the same as the last term; Industrial, 
 knitting, review ; paper-flower making. 
 
 GRAMMAR DEPARTMENT. 
 
 JUNIOR GRAMMAR CLASS— SEVENTH GRADE. 
 
 Languages — Reading ; Spelling ; Declamation ; Composition ; 
 English Language, Review words and their ofiices, construction 
 and analysis of sentences, English Grammar ; Latin ; German ; 
 French ; Vocal Music. 
 
 Arithmetic — Mental ; Written, Review fundamental rules, prop- 
 erties of numbers, Common Fractions. 
 
 Science (Objective) — Geography, Local, Reviewed and General ; 
 Physiology (Hygiene) ; American History. 
 
 Manual Training — Penmanship; Drawing, Free Hand and In- 
 dustrial; Physical Culture, exercises in gymnasium; Manual 
 Training for Boys, to draw lines and lay ofE distances, use of 
 the hammer, the saw, the plane; Manual Training for Girls, 
 Plain Sewing, Running, Gathering, Stitching, Overcasting, over 
 and over sewing, and Hemming; Printing, Boys and Girls: 1. 
 Learn the letters in the lower case. 2. Also in the upper case. 
 3. To hold and handle the stick. 4. To set up and distribute 
 words. 5. Also sentences. 6. To set up and distribute copy. 
 
 MIDDLE GRAMMAR CLASS—EIGHTH GRADE. 
 
 Languages — Reading ; Spelling ; Declamation ; Composition ; 
 English Language, review words and their offices, construction 
 and analysis of sentences ; English Grammar ; Latin ; German ; 
 French ; Vocal Music. 
 
 Arithmetic — Mental ; Written, Review, Decimals, U. S. Money, 
 Reduction of Compound Numbers. 
 
 Sciences (Objective) — Geography, Local and General; Physi- 
 ology (Hygiene) ; Botany, leaves and flowers, and general classi- 
 fication of plants. 
 
 Manual Training — Penmanship; Di-awing, Free Hand and In- 
 dustrial ; Physical Culture, exercises in the gymnasium ; Manual 
 
38 INDUSTRIAL EDUCATION. 
 
 Training for Boys, Review the work of the last year ; Lessons in 
 construction, Boring, Chiseling; Manual Training for Girls, 
 Crocheting, Knitting begun ; Printing for Boys and Girls. 7. 
 Learn to correct proof. 8. To set up copy and distribute it on 
 time. 9. To make up and lock forms. 
 
 SENIOR GRAMMAR CLASS— NINTH GRADE. 
 
 Languages — Reading ; Spelling ; Declamstion ; Composition ; 
 English Language, review words and their offices, cffli^aruction 
 and analysis of sentences ; English Grammar ; Latin ; Grerman ; 
 French ; Vocal Music. 
 
 Arithmetic — Mental ; Written, Review, Denominate Fractions, 
 Percentage, Profit and Loss, Interest, Book-keeping. 
 
 Sciences (Objective) — Greography ; Physiology (Hygiene) ; Bot- 
 any, description and classification of plants; Physics (Ele- 
 mentary). 
 
 Manual Training — Penmanship ; Drawing ; Physical Culture, 
 exercises in the gymnasium ; Manual Training for Boys, Re- 
 view lessons of the last year, Lessons in Mitering, Dow- 
 eling, Dove-tailing, begin Drawing and Construction ; Man- 
 ual Training for Girls, Knitting Advanced, Mending, Patching, 
 Darning, Making Button-holes ; Printing, Boys and Girls. 10. 
 Run the press. 11. Wash type and distribute forms. 11. Do job 
 work given out. 
 
 ACADEMIC DEPAETMENT. 
 
 TENTH, ELEVENTH, TWELFTH AND THIRTEENTH 
 GRADES. 
 As the courses of Study and Instruction differ more or less in 
 different High Schools, it is not deemed necessary that the James- 
 town course of study be given here, but simply the work in Manual 
 Training which is followed. This may be adapted to all High 
 Schools. 
 
 FOR YOUNG MEN. 
 
 1. Drawing and Construction. 
 
 2. The Lathe. 
 
 3. Finishing. 
 
 4. Printing. 
 
 FOR YOTJNG WOMEN. 
 
 1. Cutting. 
 
 2. The Use of the Sevring-ma- 
 
 chine. 
 
 3. Embroidery, 
 
 4. Cooking. 
 
 5. Printing. 
 
PART THIRD. 
 
 Cbapter 1F. 
 
 SUGGES TIONS, LESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE PRIMARY SCHOOL — FIRST GRADE. 
 
 1. The Pupils. These are children entering school 
 for the first time in their lives. They are usually 
 five or six years of age. 
 
 2. The Length of Sessions and Amount of Work. 
 In making a program for work under this course, it 
 is not considered an essential feature that all the 
 classes receive manual training every day. One 
 subject may alternate with another in certain cases,- 
 with good results. In fact, it is better for the classes 
 to be called at such intervals as will insure interest 
 on their part, and a love for the exercises, rather 
 than so frequently as to endanger their relish and 
 appreciation of the work they are expected to per- 
 form. A longer time than fifteen or twenty min- 
 utes should not be occupied by any single lesson. 
 
 The lessons, whose general details will be given, 
 cover substantially the necessary ground, yet va- 
 riations must be originated by the teacher to give 
 
40 INDUSTRIAL EDUCATION. 
 
 added interest and value to the lessons. New de- 
 vices and plans must be thought out to encourage 
 and help the pupils. 
 
 The amount of work planned for any distinct les- 
 son may be divided or increased to suit the time and 
 requirements of any program. 
 
 3. The Studies and Occupations. What is 
 deemed appropriate for this grade will be seen in 
 outline by referring to Appendix, Chapter II. They 
 cover four subjects, viz. : Language, Numbers, Ob- 
 jects, Manual Arts. 
 
 4. The Manual Arts. The occupations presented 
 are as follows: — 
 
 Block Building. 
 
 Straw Stringing. 
 
 Stringing Beads. 
 
 Learning Colors. 
 
 Tablet Laying. 
 
 Paper Folding. 
 
 Writing on Slate and Blackboard. 
 
 Drawing. 
 
 Gymnastics. 
 
 Reviews. 
 
 BLOCK BUILDING. 
 
 The Materials. A full set of blocks for each 
 pupil should consist of five one-inch cubes, two half- 
 cubes made by cutting a one-inch diagonally, and 
 two blocks one-half inch by one inch by two inches, 
 made by cutting a block one inch square and two 
 inches long, lengthwise through the middle. 
 
BLOCK BVILDING. 4l 
 
 This set will consist of nine pieces, and can be 
 put into a box two inches square, as a sample box. 
 Of course, these numbers can be varied according 
 to the work the teacher prepares to do. For ex- 
 ample, as the pupils advance in their work, it may 
 be thought best by the teacher to use more than the 
 given number of any one kind, which can be taken 
 from the general supply, or stock on hand. Begin- 
 ning with one, more can be added as long as the 
 teacher sees fit to continue Block Building. 
 
 These blocks are not expensive. They can be 
 made easily by any person accustomed to the use of 
 the saw and the plane, or purchased at an expense 
 of 30 cents to 40 cents per hundred. Take a board 
 of cherry, or maple, or any kind of hard wood, one 
 inch thick, and two or three feet long, and cut it 
 into inch strips with a saw. These strips may then 
 be cut into blocks as required. The blocks should 
 then be smoothed off, or polished by rubbing with 
 sand-paper. Take a sheet of fine sand-paper, and 
 tack it to a board with a smooth surface, and to this 
 surface apply the blocks, rubbing them until quite 
 smooth, which can be done very rapidly. 
 
 Small paper boxes can be obtained or readily 
 made for keeping a set of the blocks for each pupil. 
 These boxes can be made in this way: Take a piece 
 of manila or other strong paper, six inches square; 
 make a two-inch square in the center, and from 
 each corner of this square cut the paper to the out- 
 side corner, then fold and crease and fasten with 
 mucilage or paste. The boxes can be made of any 
 size, larger or smaller than those named above. 
 Covers can be made for the boxes in the same way, 
 only a little larger, and not as deep, 
 
42 tNDVSTRlAL SDUOATIOJt. 
 
 FIRST LESSON. 
 
 The Box. The training of the eye and hand is 
 begun by the introduction of such occupations as 
 will develop, in the best manner, correct ideas of 
 form, size, and distance. By reason of its adapta- 
 bility to produce such development, the attention 
 and effort of the young learner are directed first to 
 the work of Block Building. 
 
 In conducting the lesson, answers to questions 
 may be given by the class in concert, or by indi- 
 vidual members, at the discretion of the teacher. 
 
 The initiatory lesson, simply a study or observa- 
 tion of the object, is presented as follows: The 
 teacher, holding up before the class one of the 
 sample boxes of blocks (Fig. 1, page 53), says, 
 "What have I in my hand ? " 
 
 The pupils answer, "It is a box." 
 
 Teacher. What shape is it? 
 
 Pupil. It is square. 
 
 T. Of what is this box made? 
 
 P. It is made of wood (or pasteboard). 
 
 T. Since this box is square and is made of wood, 
 what kind of a box shall we call it? 
 
 P. A square, wooden box. 
 
 T. What do we call this part of the box (indi- 
 cating top or lid) ? 
 
 P. It is called the top of the box. 
 
 T. How many tops has the box? 
 
 P. It has one top. 
 
 T. What is this part of the box called (indicat- 
 ing bottom) ? 
 
 P. It is called the bottom of the box. 
 
 T. How many bottoms has the box? 
 
 P. It has one. 
 
THE BOX. 43 
 
 T. What name do we give to this part (indicat- 
 ing a side of the box) ? 
 
 P. The side of the box. 
 
 T. How many sides has it? 
 
 P. It has four sides. 
 
 T. Count the sides (indicating as children count). 
 
 P. One, two, three, four. 
 
 T. Let us play (or suppose) for a little while, that 
 the top of the box is one of its sides, and that the 
 bottom of the box is also one of its sides. How 
 many sides, in all, will the box then have? 
 
 P. It will have six sides. 
 
 T. Count them (indicating as children count). 
 
 P. One, two, three, four, five, six. 
 
 T. What name may we give to that side which 
 is, or should be, at the top of the box? 
 
 P. The upper side. 
 
 T. Then, what may we call this part (indicating 
 bottom of box) ? 
 
 P. The lower side. 
 
 T. Of what use is the lower side, or bottom of 
 the box? 
 
 P. It is the part on which the box stands or rests. 
 
 T. What is the use of the upper side, or top of 
 the box? 
 
 P. It is the cover of the box. 
 Or, It shuts up the box. 
 Or, It keeps things in the box, etc. 
 
 T. What can we do with the cover, or upper side 
 of the box? 
 
 P. We can open and shut it. 
 
 T. What is this part of the box called (indicat- 
 ing whole outer surface) ? 
 
 P. The outside of the box. 
 
44 INDUSTRIAL EDUCATION. 
 
 T. And this part (opening cover and indicat- 
 ing)? 
 P. The inside of the box. 
 T. What use can we make of a box? 
 P. We can keep things in it. 
 
 The children need not be encouraged in their nat- 
 ural desire to tell what they know of the various 
 uses to which boxes can be put, since that does not 
 bear directly upon the point of the present lesson. 
 
 SECOND LESSON. 
 
 The Cube. The teacher selects from the sample 
 box a cube, one inch square (Fig. 3, page 53), and 
 holds it up for the inspection of the class, saying, 
 " What do I hold in my hand? " 
 
 The pupils answer, "A block." 
 
 Teacher. Of what is this block made? 
 
 Pupil. It is made of wood. 
 
 T. What is its shape? 
 
 P. It is square. 
 
 T. It is square, and is made of wood. Then 
 what kind of a block is it? 
 
 P. It is a square, wooden block. 
 
 T. Can you name anything else that has the 
 same shape as this block? 
 
 An immediate readiness will be manifested on the 
 part of the children to mention objects of cubical 
 shape which they have seen, as, 
 
 " My box is that shape." 
 
 " A tea-chest is something like it." 
 
 " A bee-hive has that sha,pe." 
 
 " My pigeon-house is square like that," etc. 
 
THE CUBE. 45 
 
 Some of the answers will call forth eager discus- 
 sion, which will often result in modifications or 
 changes, if a child discovers that he has made a 
 poor comparison. 
 
 The teacher may now present to the class the gen- 
 eral supply box, containing blocks of assorted sizes 
 and shapes, and allow each child to select for him- 
 self a block of the same shape as the one which has 
 been the subject of the lesson. Mistakes doubtless 
 will be made in selecting the blocks, but they will 
 rectify themselves naturally, in the course of the 
 lesson, which will contain a double advantage for 
 the child who has been able to discover and correct 
 his own error. 
 
 When each pupil has been provided with a block, 
 the teacher, placing a cube upon the outspread palm 
 of his left hand, says to the class : — 
 
 " Each place your block, as I have placed mine." 
 
 This being done, the lesson proceeds in the same 
 manner as the one above described. 
 
 Teacher. What shall we call this part of the 
 blocks (indicating the face lying uppermost) ? 
 
 Pupil. The top. 
 
 T. What shall we call this part (indicating op- 
 posite surface)? 
 
 P. The bottom. 
 
 T. What part is this (pointing to any face not 
 before indicated) ? 
 
 P. It is the side. 
 
 T. How many sides has the block? 
 
 P. It has four sides. 
 
 T. Count them. 
 
 P. One, two, three, four (all indicating as they 
 count). 
 
46 I.VDUSTRIAL PDUGATION. 
 
 T. Turn your blocks as I turn mine (changing 
 the position of the cube so that it rests, in turn, 
 upon its various faces). Now tell me which is the 
 top. 
 
 The pupils will point, doubtless, to the face which 
 last lies uppermost. 
 
 T. What difference can you see between the top, 
 bottom, and sides of your block? 
 
 P. There is no difference. 
 They are all just alike. 
 They are all tops, when they are on top, etc. 
 
 T. Is the bottom different? 
 
 P. No, the bottoms are all alike. 
 
 T. Then how can we tell which is the top of the 
 block? 
 
 P. There is no real top. 
 
 T. You have found that the block has no real top 
 or bottom, and that its sides are all alike. I will 
 give you a name for them. We will call them all 
 faces of the block. What are all of the sides of the 
 block called? 
 
 P. They are called faces of the block. 
 
 T. How many faces has this block? 
 
 P. It has six faces. 
 
 T. Count them. 
 
 P. One, two, three, four, five, six (all indicating 
 as they count). 
 
 T. What part of the block is formed by its faces 
 (indicating entire surface) ? 
 
 P. The outside of the block. 
 
 T. If I should bore a hole into the block, what 
 would I find inside of it? 
 
 T. The same that is on the outside. 
 
THE CUBE. 47 
 
 T. We call a block solid, which is the same on 
 the inside as on the outside and all the way through. 
 Tell me what kind of a block it is. 
 
 P. It is a solid block. 
 
 T. We call all of the faces taken together the 
 outside of the block. We also call it the surface of 
 the block. Tell me by what other name the outside 
 of the block is called? 
 
 P. It is called the surface of the block. 
 
 At the close of the lesson, all of the blocks should 
 be quietly replaced in the proper box. 
 
 THIRD LESSON. 
 
 The Cube {continued). Each of the pupils hav- 
 ing selected a cube as in the previous lesson, the 
 subject is resumed, prefaced by a brief review of 
 former work. 
 
 Teacher. What name may we give to this part of 
 the surface where two faces join or meet (indicat- 
 ing)? 
 
 Pupil. It is an edge. 
 
 T. Count the edges. 
 
 P. (Indicating as they count) One, two, three . . 
 twelve. 
 
 T. How many edges meet at this place (indicat- 
 ing a corner) ? 
 
 P. Three edges. 
 
 T. Count them. 
 
 P. (Indicating) One, two, three. 
 
 T. What shall we call this place where several 
 edges meet or join? 
 
 P. It is called a corner. 
 
48 " INDUSTRIAL EDUCATION. 
 
 T. Count the corners of your block. 
 
 P. (Indicating) One, two eight. 
 
 T. Point to a face of your block. To an edge. 
 To a corner. 
 
 T. How many faces has your block? 
 
 P. It has six faces. 
 
 T. How many edges has it? 
 
 P. It has twelve edges. 
 
 T. How many corners has it? 
 
 P. It has eight corners. 
 
 T. What name is given to the outside of the block ? 
 
 P. It is called the surface of the block. 
 
 T. This block has a name. It is called a cube. 
 All solid blocks that have this shape are called by 
 the same name. 
 
 T. What is the name of the block about which 
 we have learned to-day? 
 
 P. It is called a cube. 
 
 This lesson is concluded pleasantly by asking the 
 question, "How long are the edges of your cube?" 
 The accuracy of the various estimates is tested by 
 taking true measurements of the dimensions of the 
 block. 
 
 The blocks are again returned to their proper 
 place in a neat and well-ordered box. 
 
 FOURTH LESSON. 
 
 Manipulations with a Single Cube. This lesson 
 is opened by briefly reviewing the preceding one. 
 Each pupil being provided with a cube as before, the 
 teacher says, " What is the name of this block?" 
 
 Pupil. It is called a cube. 
 
THE CUBE. 49 
 
 Teacher. Place your cube before you, upon the 
 de&k, so that the face nearest you will lie in 
 the same direction as the edge of the desk (or 
 table). 
 
 All the cubes having been placed in correct posi- 
 tion, the pupils, following the direction of the 
 teacher, proceed to execute the manipulations de- 
 scribed below. Perfectly prompt attention and ac- 
 tion should be required. The directions, as a rule, 
 should be given but once, and as little assistance 
 rendered as possible. 
 
 Teacher. Point to the upper right hand corner of 
 the face which is nearest you. Point to the lower 
 right hand corner. To the upper left hand corner. 
 To the lower left hand corner. 
 
 Turn your cube one-quarter over, from you. Turn 
 it half over, from you. Three-quarters over. Turn 
 it once completely over. 
 
 Turn your cube one-quarter over, toward you. 
 Half over, toward you. Three-quarters over. Once 
 completely over. 
 
 Turn your cube one-quarter over, toward the right. 
 Half over. Three-quarters over. Once completely 
 over. 
 
 Turn your cube one-quarter over, toward the left. 
 Half over. Three-quarters over. Once completely 
 over. 
 
 Turn your cube one-quarter around, toward the 
 right. Half around. Three-quarters around. En- 
 tirely around. 
 
 Turn your cube one-quarter around, toward the 
 left. Half around. Three-quarters around. En- 
 tirely around once. 
 
 4 
 
50 INDUSTRIAL EDUCATION. 
 
 Point to the upper edge of the face which lies to- 
 ward you. To the lower edge. To the right hand 
 edge. To the left hand edge. 
 
 Place your cube so that an upright edge will lie to- 
 ward you. Point to the upper corner, toward you. 
 To the upper corner, from you. To the lower corner, 
 toward you. To the lower corner, from you. To 
 the upper corner, at the right. To the upper corner, 
 at the left. To the lower corner, at the right. To 
 the lower corner, at the left. 
 
 Turn the cube half over, from you. Turn it com- 
 pletely over, from you. 
 
 Turn your cube half over, toward you. Com- 
 pletely over, toward you. 
 
 Turn the cube one-quarter around toward the 
 right. Half around. Three-quarters around. Com- 
 pletely around. 
 
 Turn the cube one-quarter around, toward the left. 
 Half around. Three-quarters around. Completely 
 around. 
 
 Collect and replace material as at the close of 
 former lessons. 
 
 FIFTH LESSON. 
 
 Forms Requiring Two Cubes. A single cube is 
 presented, first, to each child, and the previous les- 
 son reviewed. Then another cube is given to each 
 one, and two blocks are manipulated by the pupils, 
 closely and promptly following the dictation of the 
 instructor. 
 
 Teacher. Place both of the cubes before you, with 
 the faces nearest you lying in the same direction as 
 
TWO CVBES. 51 
 
 the edge of the desk. Place their inner faces close 
 together. What have you made? (Fig. 3, page 53.) 
 
 Pupil. A short wall. 
 
 T. Place a face of the right hand, cube against 
 an edge of the left hand cube. What have you now 
 made? (Fig. 4.) 
 
 P. A broken wall. 
 
 T. Mend the wall again, that is, place the inner 
 faces close together. Now move the blocks apart, the 
 width of one cube. (Fig. 5.) What have you now? 
 
 P. A small, open gate. 
 
 T. Move them apart, the width of two cubes. 
 What have you? 
 
 P. A large, open gate. 
 
 T. Place an upright edge of the right hand cube 
 against an upright edge of the left hand cube. 
 What may we call this? (Fig. 6.) 
 
 P. A closed gate, or, a section of zigzag fence. 
 
 T. Make the little wall again. Now turn both of 
 the cubes as they stand thus together, one-quarter 
 around toward the right. In this position make as 
 before the broken wall. Make the small gate. The 
 wide gate. The closed gate. 
 
 These operations may be repeated to any length 
 desired, from different standpoints, as in the ex- 
 ample just given. 
 
 T. Place one of the cubes upon the other, with 
 the two faces which meet lying exactly together. 
 What have you made? (Fig. 7.) 
 
 P. A square post, or, a little chimney. 
 
 T. Turn the upper cube to the right until its cor- 
 ners lie above the upright sides of the lower one. 
 (Fig. 8.) What have you? 
 
 p. A rough chimney. 
 
62 INDUSTRIAL EDUCATION. 
 
 T. Make- a smooth chimney again. Now- move 
 the upper cube upon the lower one, nearly one-half 
 of its width toward the right. (Fig. 9.) What have 
 you? 
 
 P. A little step. 
 
 T. Repeat the last mentioned form, moving the 
 upper cube toward the left. From you. Toward 
 you. 
 
 Try to build something with your cubes different 
 from any of the forms yet made. What do you 
 name the form that you have made? 
 
 A short time given for inventive building closes 
 the lesson pleasantly. 
 
 SIXTH LESSON. 
 
 Forms Requiring Three Cubes. — As the number 
 of blocks is increased, the necessity becomes appar- 
 ent, for a level surface upon which to construct the 
 various forms. Since the ordinary desk does not 
 afford such a surface, and tables are not usually 
 available for school-room use, a level surface for 
 block building may be procured in the following 
 simple manner: — 
 
 Let each pupil place his slate before him, upon the 
 desk, and, by inserting a book beneath the lower 
 edge, raise the whole surface to a common level, for 
 operation. 
 
 Forms requiring the use of three cubes are now to 
 be considered. Each pupil being provided with this 
 number, the lesson proceeds in similar manner to 
 the former ones. 
 
TWO CUBES. 
 
 53 
 
 
 " 1 
 
 f 
 
 
 1 
 
 
 
 ( 
 
 /^/fi: /, 
 
 rr^.-f. 
 
 /^/grff. 
 
 1 1 I 
 
 /'/g'.2. 
 
 fTgr.a. 
 
 V 
 
 ^'^. s. 
 
 1 
 
 ILU 
 
 figr.7 
 
 /■/gf, B. 
 
54 INDUSTRIAL EDUCATION. 
 
 » 
 
 Teacher. Place your cubes side by side, close to- 
 gether, each having a face toward you. 
 
 Count your cubes, from right to left, pointing as 
 you count. 
 
 Pupil. One, two, three (indicating). 
 
 T. Count your cubes, from left to right, pointing. 
 
 Pupils count and indicate as before. 
 
 T. What name shall we give to the form we have 
 made? 
 
 P. A garden-wall. (Fig. 10, page 56.) 
 
 T. Remove the middle block from the wall. 
 What have you now? 
 
 P. A small gate. 
 
 T. Move the two cubes, a very little, toward each 
 other. Now place the third cube above them, rest- 
 ing two edges upon the other cubes. What name 
 shall we give to this? 
 
 P. A little covered gate- way. (Fig. 11.) 
 
 T. Remove the block from the top. Place it 
 again between the other two. Push it carefully 
 from you, until its front edges touch the back up- 
 right edges of the other two. What have you made? 
 
 P. A fire-place. (Fig. 12.) 
 A wagon, with two horses. 
 A safe place for a little boat to land. 
 
 T. Place the third cube again between the other 
 two. Move it toward you, as you before moved it 
 from you. What have you? (Let the pupil answer.) 
 
 T. Make the garden- wall again. Now move the 
 cubes apart until the space between them is equal 
 to the width of one cube. What shall we call this? 
 
 P. A row of bee-hives. 
 
 A row of bathing-houses. 
 Three soldiers marching along. 
 
THREE CUBES. 55 
 
 T. Place your three cubes, one upon the other, 
 their upright faces lying in a straight line. What 
 have you made? 
 
 P. A chimney. (Fig. 13, page 56.) 
 A post. 
 
 T. Take off the topmost cube. Place it at the 
 right of the lowest one, the upright sides joining. 
 What shall we name this form? 
 
 P. A little chair. (Fig. 14.) 
 A carriage-block. 
 
 T. Take off the upper cube. Place it in front of 
 the left hand cube, upright sides joining. What 
 have you? 
 
 P. A cozy corner in the wall for pussy. (Fig. 15.) 
 
 T. Place the three cubes in a line before you, up- 
 right edges adjoining. What is this form? 
 
 P. A zigzag fence. (Fig. 16, page 58.) 
 
 T. Remove the middle cube. Move the other two 
 cubes a little nearer together. Place the third cube 
 carefully above the other two, corner to corner, 
 upright edges adjoining. What shall we name 
 this? 
 
 P. A zigzag gate. (Fig. 17.) 
 
 T. Build again a straight wall. Remove the 
 middle cube and place it upon the left hand one, 
 edges nicely adjoining. What is this form? 
 
 P. A high stool and a low one. 
 
 T. Join the three cubes by upright edges only. 
 What have you? 
 
 P. A little well. (Fig. 18.) 
 
 T. . Build a small chimney, using two cubes. 
 Place the third upon them, its upright edges above 
 upright faces. What is this? 
 
 P. A dove-cote upon a post. 
 
56 
 
 INDUSTRIAL EDUCATION 
 
 ny/o- 
 
 r/y. /2. 
 
 r/g^.//. 
 
 r/gr./'f. 
 
 
FOUR CUBES. 57 
 
 T.- Make a short wall, using two cubes. Place 
 the third upon the other two, edges adjoining, ex- 
 actly midway from either end. What name can we 
 give to this? 
 
 P. A carriage-block. (Fig. 19.) 
 
 T. Make a wall, using three cubes. Remove the 
 two outer cubes, and place both carefully, edges 
 adjoining, above the middle one. What is this form? 
 
 P. It is a flower-stand. (Fig. 20.) 
 
 The forms described above may be varied in sev- 
 eral ways. They may be built from any desired 
 standpoint, that is, the position, as a whole, may be 
 varied. The changes that may be rung, in nearly 
 every form produced, upon the four directions, left 
 hand, right hand, from you, and toward you, cover 
 a large field of work most excellent for practice. 
 Constant drill in constructing simple forms will 
 .make the little hands skillful when more compli- 
 cated work is presented. 
 
 Careless or slovenly work should be regarded 
 with great disfavor, and much emphasis placed upon 
 the point of exact and perfect construction. The 
 instructor should use the greatest effort to make 
 the lessons pleasant to the pupils. All lessons in 
 Block Building should be closed by a few minutes' 
 work in invention. Frequent reviews of former 
 work should not be neglected. 
 
 SEVENTH LESSON. 
 
 Forms Requiring Four Cubes. Four cubes are 
 now given to each pupil, and the new lesson pro- 
 ceeds upon the same plan as the previous ones. After 
 a brief review exercise, the teacher says, "Build 
 
58 
 
 INDUSTRIAL EDUCATION. 
 
 r/^. /e. 
 
 f'jn 
 
 r/gf. /8. 
 
 ng./9. 
 
 f/gi.SO. 
 
FOUR CUBES. 69 
 
 with four cubes, a straight wall. Tell me how this 
 wall is unlike the other walls which you have 
 built." 
 
 Pupil. It is longer than the others. 
 
 Teacher. Count your cubes, from the right toward 
 the left, pointing as you count. 
 
 P. (Indicating) One, two, three, four. 
 
 T. Count your cubes from the left toward the 
 right, pointing. 
 
 Pupils count and indicate as before. 
 
 1\ Take away the left hand cube from your wall, 
 and place it upon the next cube at the right, edges 
 nicely adjoining. What have you now made? 
 
 P. A little bed. (Fig. 21, page 61.) 
 
 T. Remove the cube from the right hand of your 
 row. Place it upon the upright row at the left, 
 edges adjoining. What does this look like? 
 
 P. An old-fashioned chair. (Fig. 22.) 
 
 T. Eemove the cube from the right and place it 
 upon the top of the upright row, edges adjoining. 
 What is this? 
 
 P. A chimney. 
 
 T. How is this chimney unlike the others that 
 you have built? 
 
 P. It is taller than the other chimneys. 
 
 T. Take the cubes from this chimney, one by one, 
 counting as you remove them. 
 
 Pupils remove the cubes, counting. 
 
 T. Build the chimney again, counting the cubes 
 as you replace them, one by one. 
 
 Pupils rebuild the chimney, counting. 
 
 T. Make a zigzag fence, using four cubes. Make 
 a row of four bee-hives. Make a short wall, using 
 two cubes. Now make another short wall, using 
 
60 INDUSTRIAL EDUCATION. 
 
 two cubes. Place one wall upon the other, edges 
 adjoining. What have you made? 
 
 P. Another little wall. (Fig. 33.) 
 
 T. How is this wall unlike the other walls that 
 you have built? 
 
 P. It is higher than the others. 
 
 T. Separate this wall into two upright rows, with 
 space between, the width of one cube. What have 
 you made? 
 
 P. Two gate-posts. 
 
 T. How are these posts different from the others 
 that you have made? 
 
 P. These posts are taller than the others were. 
 
 T. Remove the upper cube from the right hand 
 post. Place it at the left of the other post, with 
 space between, the width of one cube. What have 
 you now? 
 
 P. A high stool and two low ones. 
 
 T. Build again a little straight wall, two cubes 
 high, and two cubes long. Now move the two upper 
 cubes upon the two lower ones, nearly half their 
 width, from you. What have you now made? 
 
 P. A small flight of steps. (Fig. 34.) 
 
 T. Build a little fire-place, using three cubes. 
 Close the fire-place in front, with the fourth cube, 
 upright edges adjoining. What name shall we give 
 to this form? 
 
 P. A little well. (Fig. 36.) 
 
 T. Place three cubes side by side. Remove the 
 middle cube. Move the remaining two a little nearer 
 together. Place the other two cubes above the 
 space thus made, edges adjoining. What have you 
 now? 
 
 P. A little tower. (Fig. 35.) 
 
FOUR CUBES. 
 
 61 
 
 !i 
 
 f'y- ZJ. 
 
 ngrsa. 
 
 /^/gf.22. 
 
 
 fygr-s-*. 
 
 r/gr-ss. 
 
 -'^"^■' I ^ 
 
62 INDUSTRIAL EDUCATION. 
 
 T. Move the two cubes at the bottom closely to- 
 gether. What is this? 
 P. A monument and its base. 
 
 The teacher may continue this lesson, by supple- 
 menting original designs, to any desired length. 
 Only so much work should be presented, at any les- 
 son, as the pupils are able to perform well. 
 
 In succeeding lessons, an additional cube may be 
 given to each child, if desired, and work upon this 
 single form of block may continue indefinitely. 
 Every lesson should close with inventive work. 
 
 EIGHTH LESSON. 
 
 The Half Cube. The teacher selects froin the 
 sample box a cube divided into halves diagonally, 
 holds it up before the class, and asks, "What do I 
 hold in my hand ? " 
 
 The answer is "A cube." (Fig. 27, page 65.) 
 
 Separating the cube and holding a half- cube in 
 each hand, the teacher asks, " What have I now ? " 
 
 The pupils answer, "A cube in two parts." 
 (Fig. 38.) 
 
 Teacher. How many half-cubes make a whole 
 cube ? 
 
 Pupil. Two half -cubes make a whole cube. 
 
 T. Count them. 
 
 P. One, two. 
 
 T. (Placing the two parts together again) What 
 have I made of those half -cubes ? 
 
 P. A whole cube. 
 
 This object lesson upon the half -cube may be con- 
 tinued upon the plan givei^ fop introductory lessons 
 
THE HALF-CUBE. 63 
 
 upon the cube, dividing the work into convenient 
 lessons. 
 
 Then, in successive lessons, in the same manner as 
 that described with the cube, the pupils select from 
 the general supply box, one, two, three, four, and 
 finally any desired number of half-cubes, for ma- 
 nipulation and building. 
 
 Next in order, should follow a number of lessons 
 employing the cube and half-cube in combination. 
 The number of blocks of each kind used should be 
 gradually increased, as in the lessons employing a 
 single kind of block. For these lessons a system- 
 atic plan, such as the following, is suggested:— 
 
 One cube and one half-cube. 
 
 One cube and two half-cubes. 
 
 One cube and three half -cubes. 
 
 Two cubes and one half-cube. 
 
 Two cubes and two half -cubes. 
 
 Two cubes and three half -cubes. 
 
 Three cubes and one half-cube. 
 
 Three cubes and two half-cubes. 
 
 Three cubes and three half-cubes. 
 As much of the ground above laid out may be 
 covered at a single sitting or recitation as the in- 
 structor in charge may deem advisable, or as time 
 and circumstances will permit. No exercise should 
 be continued after the pupil has evinced any sign of 
 weariness. 
 
 ,The teacher should aim constantly to acquire va- 
 riety of method in presenting lessons to the class, 
 especially if the lessons themselves bear close simi- 
 larity to one another. Originality, both in teacher 
 and pupil, is productive, as a rule, of the best re- 
 sults, whatever the work in which they are engaged, 
 
64 INDUSTRIAL EDUCATION. 
 
 NINTH LESSON. 
 
 The Oblong Block. As in the lesson just con- 
 sidered, a general plan for any number of exercises 
 will again be discussed under one head. 
 
 The first lesson on the Oblong Block should follow, 
 in all essential particulars, the object lesson on the 
 cube. Material, shape, size, faces, edges and corners 
 are discussed and described. Objects resembling 
 the oblong block in shape are named by the pupils, 
 and points of resemblance or of difference stated. 
 The counting exercises are continued. The name 
 oblong block, or oblong-shaped block, is given to 
 the class. 
 
 A second lesson, comprising various movements 
 and positions of a single oblong block, is given as 
 in the case of the cube. (Fig. 36, page 67.) 
 
 Then two oblong blocks are given to each, then 
 three, increasing as before the number of blocks as 
 the class advances. All lessons are guided by the 
 dictation of the teacher, except those in which in- 
 vention is employed. Dictation should be distinct 
 and specific, and action on the part of the pupil, 
 prompt and accurate. 
 
 When the resources of the oblong block have 
 been suflficiently exhausted, combinations with the 
 cube and half -cube may be made. A great number 
 of interesting forms may be produced from the vari- 
 ous combinations laid down in a plan for a graded 
 series of lessons, such as the following : — 
 
 One cube and one oblong. 
 One cube and two oblongs. 
 One cube and three oblongs. 
 Two cubes and one oblong. 
 
THE HALF-CUBE. 
 
 65 
 
 fjgf.37. 
 
 F/g.sa. 
 
 rif.30. 
 
 f/gr.32. 
 
 r/gr,3/. 
 
 f/gr.33. 
 
 
 NJ?- ^ 
 
 Hi 
 
 r,^. 3S. 
 
G6 INDUSTRIAL EDUCATION. 
 
 Two cubes and two oblongs. 
 Two cubes and three oblongs. 
 Three cubes and one oblong. 
 Three cubes and two oblongs. 
 Three cubes and three oblongs. 
 One half -cube and one oblong. 
 One half-cube and two oblongs. 
 One half-cube and three oblongs. 
 Two half -cubes and one oblong. 
 Two half -cubes and two oblongs. 
 Two half -cubes and three oblongs. 
 Three half -cubes and one oblong. 
 Three half -cubes and two oblongs. 
 Three half-cubes and three oblongs. 
 One cube, one oblong, and one half -cube. 
 One cube, two oblongs, and one half-cube. 
 One cube, three oblongs, and one half -cube. 
 Two cubes, one oblong, and one half-cube. 
 Two cubes, two oblongs, and one half -cube. 
 Two cubes, three oblongs, and one half-cube. 
 Three cubes, one oblong, and one half -cube. 
 Three cubes, two oblongs, and one half -cube. 
 Three cubes, three oblongs, and one half -cube. 
 One cube, one oblong, and two half -cubes. 
 One cube, two oblongs, and two half-cubes. 
 One cube, three oblongs, and two half -cubes. 
 Two cubes, one oblong, and two half -cubes. 
 Two cubes, two oblongs, and two half-cubes. 
 Two cubes, three oblongs, and two half -cubes. 
 Three cubes, one oblong, and two half-cubes. 
 Three cubes, two oblongs, and two half -cubes. 
 Three cubes, three oblongs, and two half-cubes. 
 One cube, one oblong, and three half -cubes. 
 One cube, two oblongs, and three half -cubes. 
 
THE OBLONG BLOCK. 
 
 67 
 
 ^igi..oe. 
 
 ~3T' 
 
 T^ 
 
 fTg'.J.Zf 
 
 r/gf. JS. 
 
 C(9>M- 
 
 r 
 
 Figf7itO 
 
 figt. 4 1.. 
 
 f^'^'i?^- 
 
68 INDUSTRIAL EDUCATION. 
 
 One cube, three oblongs, and three half -cubes. 
 Two cubes, one oblong, and three half -cubes. 
 Two cubes, two oblongs, and three half -cubes. 
 Two cubes, three oblongs, and three half -cubes. 
 Three cubes, one oblong, and three half-cubes. 
 Three cubes, two oblongs, and three half-cubes. 
 Three cubes, three oblongs, and three half -cubes. 
 
 All forms constructed in Block Building should be 
 named by the pupils. Some true or fancied resem- 
 blance to a real object will suggest a name for nearly 
 every form that can be made. The usual exercise 
 may be varied pleasantly, by the teacher or some 
 pupil in the class giving the name of an object, 
 which all in the class try to construct, each accord- 
 ing to his own idea. 
 
 A very few of the forms thus made are repre- 
 sented:^ 
 
 Page 65. Page 67. 
 
 Fig. 39, Two roofs. Fig. 37, Step. 
 
 Fig. 30, Little tent. Fig. 38, Clock. 
 
 Fig. 31, Small house. Fig. 39, Bench. 
 
 Fig. 33, Bridge. Fig. 40, Bee-hive. 
 
 Fig. 33, Barn. Fig. 41, Fire-place. 
 
 Fig. 34, Light-house. Fig. 43, Long bridge. 
 
 Fig. 35, Mill. 
 
 Page 69. 
 
 Fig. 43, Pigeon-house. 
 Fig. 44, Window. 
 Fig. 45, Locomotive. 
 Fig. 46, Engine-house. 
 
tUE OBLONG BLOCK. 
 
 ' 69 
 
 r/y '14. 
 
 r/f.43. 
 
 rtr4ff. 
 
70 INDUSTRIAL EDUCA TION. 
 
 STRA W STRINGING. 
 
 The Materials. Lemonade straws, so-called, 
 may be purchased at drug stores, crockery stores, 
 or other places, where they are kept for sale. A 
 package containing a great number of straws about 
 ten inches in length, will cost only a few pennies. 
 They may also be gathered in quantities in a field of 
 ripened wheat, or after the wheat has been har- 
 vested. 
 
 In order to prepare them for use, they should first 
 be soaked in water for twenty-four hours; then re- 
 moved and cut into appropriate lengths with a 
 pair of strong, sharp scissors. Convenient lengths 
 for stringing are as follows, viz. : One and one-half 
 inch, one and one-fourth inch, one inch, and one-half 
 inch. To measure the straws in cutting, place a rule 
 on a thick book, extending it to the left, the required 
 length, and by the side of this hold the straw with 
 the left hand, cutting with the right hand. 
 
 FIRST LESSON. 
 
 The Straw. In the new occupation now pre- 
 sented, both eye and hand are trained to accuracy. 
 It is the child's first experience in handling the 
 needle and thread. The material upon which he is 
 to work is very fragile, and nicety of touch must be 
 cultivated in order that the delicate straws naay not 
 be injured or broken. He must also learn to thread 
 the needle, and to tie a good knot in the end of 
 the thread. 
 
 The first exercise consists of an object lesson upon 
 the straw. The teacher holds up before the class an 
 
THE STRAW. 71 
 
 uncut straw, and asks, '' "What is the name of this 
 object?" 
 
 The pupils answer, " It is a straw." 
 
 Teacher. What is the use of a straw ? 
 
 Pupil. It is to hold up the head of wheat or oats 
 when it is growing. 
 
 T. Where does the straw come from? 
 
 P. It is a part of a plant. 
 
 T. Tell me something about a straw. 
 
 P. The straw is round. 
 It is tall (or long). 
 It is slender. 
 It is hollow. 
 
 T. If I should try to bend the straw, what would 
 it do? 
 
 P. It would break. 
 
 T. When anything can be broken easily, we say 
 that it is brittle. Then what may we say of the 
 straw ? 
 
 P. The straw is brittle. 
 
 The straw is then placed in the hand of some pupil. 
 
 T. Is the straw light or heavy? 
 
 P. The straw is light. 
 
 T. Is it rough or smooth? 
 
 P. It is smooth. 
 
 Four pieces of straw, of the different lengths pre- 
 pared for stringing, are now displayed. 
 
 T. What have I now ? (Fig. 46, page 77). 
 
 P. Pieces of straw. 
 
 T. Count the pieces I hold in my hand. 
 
 P. One, two, three, four. 
 
 T. How do these pieces of straw differ from one 
 another? 
 
 P. They are of different lengths. 
 
72 INDUSTRIAL EDUCATION. 
 
 T. Name some objects that resemble this piece of 
 straw. 
 P. A blow-gun is something like it. 
 
 A piece of gas-pipe is round and hollow like 
 that. 
 * A pencil case is like it. 
 Some beads are like it. 
 T. What can be done, very easily, to anything 
 that is brittle ? 
 P. It can be broken easily. 
 
 T. Then how must we handle things of that kind? 
 P. We must handle them very carefully. 
 T. How must we try to use the pieces of straw 
 when we take them in our hands for work? 
 
 P. We must be careful not to break or injure 
 them. 
 
 The teacher may assist the pupil in forming proper 
 answers to questions, by encouraging him to explain 
 his ideas freely, and by aiding him in clothing his 
 answers in correct language. 
 
 SECOND LESSON. 
 
 Stringing Straws of the Same Length. A brief 
 review of the object lesson on the straw should pre- 
 face the beginning lesson in Straw Stringing. 
 
 For stringing the straws a horse-hair or a needle 
 and thread may be used, as the teacher may desire. 
 Fastening the thread at the end, to prevent the 
 straws from slipping off, is accomplished by tying 
 the thread around the middle of a piece of straw. 
 An ordinary knot in the end of the thread will pass 
 through the hole in the straw. If needle and thread 
 
THE STRAW. 73 
 
 are to be employed, preliminary instruction and prac- 
 tice in threading the needle will be necessary. 
 
 When the pupils are in readiness for the lesson, con- 
 venient boxes containing a quantity of one-and-a-half 
 inch pieces of straw are distributed to the class. 
 
 The teacher, holding a straw in a horizontal posi- 
 tion in the left hand and a threaded needle in the 
 right, in position for passing the latter through the 
 former, dictates as follows to the pupils: — 
 
 Take one straw from your box. Place your straw 
 and needle in the position in which I hold mine. 
 
 Pass the needle through the straw. 
 
 Remove the straw from the thread, passing it over 
 the needle. 
 
 Now, as I count, place straws one at a time upon 
 the thread. 
 
 {Counting slowly) One, two, three ten. 
 
 Carefully remove all the straws from the thread, 
 as I count. 
 
 {Teacher counts as before.) 
 
 String straws again, as I count, 
 
 {Teacher counts faster than before) One, two . . . . 
 ten. 
 
 Remove the straws again from the thread. 
 
 {Teacher counts as before.) 
 
 String straws again, as I count. 
 
 {Teacher counts still faster) One, two ten. 
 
 Remove the straws from the thread. 
 
 {Teacher counts as before.) 
 
 String as many straws as you can in a half -min- 
 ute. {Times them by watch.) 
 
 While I count twenty. 
 
 From the time I say " begin " until I say " time." 
 
 Remove the straws from the thread. 
 
74 INDUSTRIAL EDUCATION. 
 
 Place ten straws upon the thread, one at a time, 
 all counting. 
 
 (Children count together) One, two ten. 
 
 Remove the straws. 
 
 Place them carefully in the boxes. 
 
 The boxes are then closed and collected, and the 
 thread and needles properly cared for by pupil ap- 
 pointed. 
 
 A second, third, and fourth lesson in Straw String- 
 ing follow, upon the plan of the first, taking in con- 
 secutive order the straws of different lengths, one 
 kind only at each lesson. 
 
 THIRD LESSON. 
 
 Combining Straws of Different Lengths. For 
 this lesson, boxes are distributed to the class, con- 
 taining a convenient quantity of straws of the four 
 different lengths prepared. Each pupil having been 
 provided with needle and thread, the lesson pro- 
 ceeds upon the usual plan of dictation as follows: 
 
 Select from your box one straw of the longest 
 kind. 
 
 String ten straws of that kind, counting. 
 
 Remove the straws from your string, placing those 
 of the same length together. 
 
 Now select a straw of the next longest kind. 
 
 (Repeat former instructions until all the lengths 
 of straws have been used.) 
 
 Select straws of the longest and next longest 
 kind, ten of each. 
 
 String one of the longest; one of the next longest; 
 one of the longest; of the next longest; of the 
 longest, etc. 
 
THE STRAW. 75 
 
 Remove the straws from the thread, counting. 
 
 This exercise is continued until each of the dif- 
 ferent lengths has been combined separately with 
 each one of the other lengths of straws. 
 
 Since the same general method of presenting the 
 various occupations to children of the first grade is 
 employed in all alike, the specific instructions given 
 for Block Building will be found equally applicable 
 for other employments. Detailed description, which 
 involves repetition, will therefore be omitted here- 
 after. 
 
 fourth lesson. 
 
 Combinations of any Number of Straws of Dif- 
 ferent Lengths. So many variations are possible 
 under the conditions of this head that occupation is 
 furnished for many lessons. 
 
 The outline presented for this work is not intended 
 to be exhaustive, but consists merely of brief hints. 
 The details to which they point will afford to each in- 
 structor the best satisfaction if supplied by himself. 
 
 The first business of every lesson should be the 
 proper preparation and distribution of all necessary 
 materials. 
 
 For the lessons now presented, they are the same 
 as those employed in previous work. For its contin- 
 uation the following suggestions are given, viz. : — 
 
 First. Combining, in turn, one straw of each 
 kind with two straws of each of the other kinds, al- 
 ternating. Stringing by dictation, thus: — one long, 
 two short, one long, two short, etc. 
 
 Second. Combining, successively, one straw of 
 each kind, with three of each of the other kinds, al- 
 ternating. 
 
76 IXDVSTRtAL MDUOATIOlf. 
 
 Third. Combining, successively, one straw of 
 each kind with four of each of the other kinds, al- 
 ternating. 
 
 Fourth. In the same manner combining two of 
 each kind with two of all the other kinds, in turn. 
 Stringing by dictation in each case, and removing 
 from the thread by count. 
 
 Fifth. In the same manner combining, — 
 
 Two and three. 
 Two and four. 
 Three and three. 
 Three and four. 
 Four and four. 
 
 Sixth. Making a string using the four lengths of 
 straws, rotating thus: Longest, next longest, next 
 longest, shortest, longest, etc. 
 
 Seventh. Making, in the same manner, a string 
 of the four different lengths, beginning with the 
 shortest. 
 
 Eighth. Stringing any definite number of each 
 length of straws, combined with any definite num- 
 ber of all of the other lengths, rotating in any order 
 desired. 
 
 Ninth. Making a miscellaneous string by dicta- 
 tion, thus: Shortest, longest, shortest, next longest, 
 longest, longest, etc. 
 
 Tenth. Making an equilateral triangle by string- 
 ing three straws of equal length, then tying and 
 cutting the thread. In the same manner mak- 
 ing various kinds of triangles, also the square, 
 pentagon, diamond, etc. (Figs. 47, 48 and 49, 
 page 77.) 
 
 Eleventh. Inventive stringing. 
 
THE STBAW. 
 
 77 
 
78 INDUSTRIAL EDUCATION. 
 
 FIFTH LESSON. 
 
 Making Forms of Beauty. Thus far all work in 
 Straw Stringing has been done with the use of one 
 needle and thread. The object of the present lesson 
 is to indicate briefly, advanced steps in the occupa- 
 tion, requiring the use of two or more needles and 
 threads. (See Figs. 53 to 63, pages 77 and 79.) 
 
 The usual box of straws, a long thread, and two 
 needles having been supplied to each pupil, the 
 teacher dictates as follows: — 
 
 Thread a needle upon each end of your thread. 
 
 Select from your box a straw of the shortest 
 length; pass one of the needles through it, and slip 
 it to the middle of your thread. 
 
 Kext, string a short straw upon each of the needles 
 and slip both to the middle of the thread. 
 
 Select another short straw. Pass both needles 
 through it, one toward the right and the other to- 
 ward the left. Slip this straw to the middle. What 
 have you made? (Fig. 51, page 77.) 
 
 Pupil. A little window, or a picture-frame. 
 
 Teacher. Leave these four straws upon the thread. 
 Again string a short straw upon each of the needles. 
 Pass both needles as before through another short 
 straw. Slip to the middle. What have you now 
 made? (Fig. 53.) 
 
 P. A window with two panes. 
 
 T. Again select three short straws. Repeat the 
 last operation. What have you made? 
 
 P. A short ladder. 
 
 This exercise may be continued indefinitely. It may 
 be repeated also, using each of the other lengths of 
 straws, or making combinations of different lengths. 
 
THE STRAW. 
 
 79 
 
 r/gt.S!. 
 
 r/g.es 
 
80 INDUSTRIAL EDUCATIOX. 
 
 Except in the first practice-lessons, the straws 
 need not be removed each time from the thread. 
 Good specimens of the work each day may be pre- 
 served. 
 
 An indefinite number of lessons in Straw String- 
 ing may be conducted upon the general plan of the 
 exercise above described, varied as the details of 
 each new form may require. 
 
 When sufficient time has been occupied in the use 
 of two threads and needles, three may be employed 
 and afterward four. 
 
 The work of Straw Stringing offers a large field 
 for the exercise of the child's inventive faculty. 
 Much ingenuity and skill will be displayed in the 
 pretty forms produced each day in the time allotted 
 for invention. 
 
 BEAD STRINGING. 
 
 The Materials. The beads for stringing may be 
 purchased of the dealers by the ounce, a few dimes 
 getting enough for a large class. They should be 
 of assorted sizes, colors, and lengths. 
 
 By taking care of them, seeing that they are not 
 lost, and stringing and unstringing them over and 
 over again they may be made to last for a long time. 
 
 For common use in stringing beads a needle and 
 thread is the most satisfactory, but horse-hair or 
 fine wire may be substituted for the sake of variety. 
 These are easily procured at small cost. 
 
 Plan for a Series op Lessons in Bead String- 
 ing. The foregoing plan for lessons in Straw String- 
 ing will be found equally applicable to the occupa- 
 
BEAD STRINGING. 
 
 81 
 
 ny 6S. 
 
 Fi^.ei 
 
82 INDUSTRIAL EDUCATION. 
 
 tion of stringing beads. A wider field of work is 
 open, from the nature of which and the kind of ma- 
 terial to be used, an exhaustive formula for lessons 
 would be impracticable. 
 
 The variety of forms produced by combining 
 beads of different shapes and sizes in different ways 
 is almost infinite. (Figs. 64 to 74, page 81.) The 
 occupation is interesting, and follows naturally in 
 the line of advancement upon the pupils' former ex- 
 perience in the manipulation of straws. 
 
 The simple plan below suggested may be enlarged 
 upon and varied by each instructor to suit his indi- 
 vidual need. 
 
 1. Object Lesson, — subject, A Bead. 
 
 3. Stringing, with a single needle and thread, beads 
 of the size and shape most nearly resembling the 
 straws which they have been using. Stringing by 
 dictation and by counting. Placing beads of the 
 same kind together, as they are removed from the 
 thread. 
 
 3. Stringing beads of any single shape designated, 
 using one needle and thread. 
 
 4. Systematic combinations of beads of various 
 sizes and shapes, using one needle and thread. 
 
 5. Making various forms, employing the long 
 beads which resemble the straws previously used. 
 Learning names of these forms, as Triangle, Square, 
 Oblong, Pentagon, etc. 
 
 6. Using two or more threads with modifications 
 and combinations of the forms produced by the use 
 of one thread. 
 
 7. Invention in Bead Stringing. 
 
LEARNING COLORS. 83 
 
 LEARNING COLORS. 
 
 The Materials. From the inexhaustible store of 
 beautiful colors revealed to the eye in objects of ex- 
 ternal nature, the teacher will receive the best aid 
 and material that can be furnished for teaching dis- 
 tinction of color. 
 
 For the beginning class exercise, a nucleus of ma- 
 terial of the simplest and least expensive descrip- 
 tion will be needed, and around it there will speedily 
 gather a supply that will more than equal the great- 
 est demand. 
 
 If a color-chart be accessible certain advantages 
 may be derived from its use. 
 
 The correct manipulation of a few good colors 
 upon a palette will also constitute a valuable re- 
 source. 
 
 But, a few pieces of painted cardboard, or bits of 
 ribbon of different colors, or pieces of cloth of any 
 kind of material, or colored paper, or gelatine film, 
 some painted blocks of wood, a handful of colored 
 crayons, — any of these will answer the purpose suf- 
 ficiently well, — all may be employed with advan- 
 tage. 
 
 If the material be pieces of cloth or ribbon, paper, 
 cardboard, or gelatine film, the pieces should be 
 carefully cut of regular shape and equal size as far 
 as possible. If blocks of wood, they should be 
 smooth, truly cut, and neatly painted. If balls of 
 worsted or yarn, they should be smoothly wound or 
 covered. 
 
 However miscellaneous in its character the stock 
 of material may be, it should be prepared invaria- 
 bly in a scrupulously neat, orderly, and symmetric^,! 
 
84 INDUSTRIAL EDUCATION. 
 
 way, and should be replaced methodically, ^ach kind 
 in its appropriate box, at the close of every lesson. 
 
 A child who may, by chance, use any of the mate- 
 rials in a careless or untidy manner, will learn, per- 
 haps, to value it, by deprivation, for a time, of the 
 privilege of its use. 
 
 FIRST LESSON. 
 
 Blue. From a box containing pieces of ribbon of 
 assorted colors, the teacher selects a blue piece, and 
 holding it before the class asks the question, " What 
 color is this piece of ribbon?" 
 
 The correct answer, "It is blue," will be given un- 
 doubtedly by one or more members of the class. To 
 such as cannot name the color the teacher will give 
 its name, and allow members of the class to name 
 it in turn. Continual association of the color with 
 its name will result speedily, in ordinary cases, in 
 correct discrimination. The lesson continues thus: — 
 Teacher. What is the name of this color? 
 Pupil. It is blue. 
 
 T. Look about you and tell me what you can see 
 that has this color. 
 P. I can see the sky. It is blue. 
 Mary's eyes are blue. 
 My dress is blue. 
 Some parts of the map are blue. 
 T. Name some things which you cannot see, 
 which are blue. 
 P. Some flowers are blue. 
 
 I have a book that has a blue cover. 
 Uncle John's wagon is blue. 
 One part of the rainbow is blue. 
 Emily's sash is blue, 
 
LEARNING COLORS. ' 85 
 
 Each pupil is now permitted to select from the 
 box a piece of ribbon of the same color as the one 
 just discussed. In choosing the colors there will be 
 found to be many different kinds of blue. The chil- 
 dren are taught to designate these, as shades or 
 tints of blue. A piece that is not strictly of a blue 
 color, but resembles blue, may be called bluish. 
 
 The selections being made, and mistakes, if any, 
 corrected by comparison with the pieces chosen by 
 others, the teacher holding up a piece of ribbon sets 
 the example to the class by saying, " My piece of 
 ribbon is blue, like the sky. 
 
 The pupils, following in turn, say: — 
 
 "Mine is blue, like a forget-me-not." 
 "Mine is blue, like a violet." 
 " Mine is blue, like a robin's egg." 
 "Mine is bluish, like steel." 
 "Mine is blue, like a plum." 
 " Mine is blue, like tlie ocean." 
 "Mine is blue, like some parts of a peacock's 
 feather." 
 "Mine is blue, like the stone in Kate's ring." 
 
 After this exercise, all of the pieces should be 
 neatly replaced in boxes. 
 
 The class is excused with the request that each 
 child bring to the class, at the next lesson, some- 
 thing that is blue in color. This will result in the 
 collection of a varied assortment of bits of cloth, 
 paper, glass, and leather, and all kinds of trinkets 
 and beads, — a very museum of childish treasures. 
 
 When the lesson is reviewed, if the season be 
 appropriate, each pupil may bring a blue flower to 
 the class. Also, from a bouquet containing flowers 
 
86 imVSTRtAL EDUCATION. 
 
 of many different colors, the children may select all 
 of the blue ones. 
 
 At another time, the boxes of beads, before used, 
 may be distributed and the pupils instructed to select 
 therefrom, all of the blue beads. For review, they 
 may string them in various ways. 
 
 SKCOND LESSON. 
 
 Primary and Secondary Colors. From the gen- 
 eral plan of the lesson given upon the color Blue, 
 lessons upon any other colors may be modeled. If 
 preferred, such lessons may be continued uninter- 
 ruptedly, until all of the chief colors have been ex- 
 hausted as topics. 
 
 But if, after the three primary colors, Red, Blue, 
 and Yellow have been used, a lesson be introduced 
 for the purpose of showing how, by their combina- 
 tion, other colors may be produced, the result will 
 not fail to greatly overbalance the slight effort re- 
 quired to produce it. 
 
 When the pupils have become so familiar with the 
 three colors that they can name and select them 
 unhesitatingly, they may learn to call them the 
 " Primary Colors." 
 
 "What color is this?" asks the teacher, showing 
 a blue piece of cloth, paper, or any material. 
 
 The pupils answer, " It is blue." 
 
 Teacher. What color is this (showing a red 
 piece) ? 
 
 Pupil. It is red. 
 
 T. And this (showing a yellow piece) ? 
 
 P. It is yellow. 
 
LSAnmm colors. 8? 
 
 T. What are the colors, Red, Blue, and Yellow- 
 called? 
 P. They are called the Primary Colors. 
 T. Name the Primary Colors. 
 
 These colors being laid upon a palette, or any con- 
 venient smooth surface, the teacher can show, by 
 the simple experiment of mixing any two of the 
 paints together, how other colors can be formed by 
 their combination. This is so easily done, and is so 
 pleasant and interesting, that it cannot afford to be 
 spared as an aid in teaching color. 
 
 The use of colored crayons upon the blackboard 
 will be of much assistance in illustrating the prin- 
 ciple of the lesson. (Figs. 75 and 76, page 89.) 
 
 After the production of the secondary colors, Pur- 
 ple, Orange, and Green, the name ' ' Secondary Colors " 
 may be given to the class. Each of these colors 
 should be treated, in turn, in the same manner as 
 the lesson on Blue. 
 
 THIRD LESSON. 
 
 The Rainbow Colors. The display of beauti- 
 ful colors presented by the rainbow furnishes, of 
 all the objects in nature, the most perfect illustration 
 and subject for a lesson in color. 
 
 Having prefaced the lesson by a brief object-les- 
 son upon the Rainbow as a whole, the teacher selects 
 from the materials at hand, the seven Rainbow 
 colors. These are displayed successively, to the 
 class, who designate each color by its name as it is 
 shown, thus: Violet, Indigo, Blue, Green, Yellow, 
 Orange, Red. Also in the opposite order, Red, 
 Orange, etc. 
 
88 INDUSTRIAL EDUQATION. 
 
 Then the colors may be placed upon the board 
 with colored crayons, and named by the class in 
 direct and reversed order, also miscellaneously, the 
 teacher pointing. The pupils then count the Rain- 
 bow Colors, tell how many there are, and each is 
 asked to name his favorite color and to mention 
 something else that has the same color. 
 
 Then the seven colors are presented, one to each 
 of seven pupils. As the teacher calls the colors in 
 order, the pupils step forward and place them in 
 proper succession. 
 
 The pupils may also be sent to the board, each in 
 turn, to select a crayon, and thus represent the Rain- 
 bow Colors in their true order. 
 
 The production of the seven Rainbow Colors from 
 the three Primaries, should also be illustrated. (Fig. 
 77, page 89.) 
 
 fourth lesson. 
 Review Exercises and Talks About Colors: — 
 
 1. Placing all the articles that the children have 
 brought to illustrate color together upon a desk or 
 table, and, from the miscellaneous pile, allowing one 
 pupil to select all of the blue articles, another one all 
 of the green, etc., placing each color by itself. 
 
 2. Comparing colors in different kinds of fabric, 
 precious stones, flowers, feathers, smoke, clouds, 
 etc., and show how the same color in different ob- 
 jects presents a different appearance. 
 
 3. Cultivating the taste by comparing different 
 colors, discussing harmony and noting effects of 
 various combinations and arrangements. 
 
 4. Showing how the Maker of all the beautiful 
 things we see, has created numberless objects of ex- 
 
LEARNING COLORS. 
 RED 
 
 89 
 
 / 
 
 
 / 
 
 
 ^ 
 
 ^ 
 
 & 
 
 o^ 
 
 
 ^ 
 
 B'ig.V? 
 
90 tMDVSTRIAL EBVQATtOlT. 
 
 quisite loveliness, whose colors, tints, and delicate 
 shades we are not able to name. 
 
 5, Teaching that we ought to be thankful to Him 
 for bright and beautiful colors, since the effect of 
 bright colors is to make us feel cheerful and happy, 
 and of dull colors to make us feel sad and gloomy. 
 
 TABLET LA YING. 
 
 The Material. The tablets may be made of 
 common pasteboard. It is better, however, to make 
 them of heavy strawboard, pressed and having a 
 smooth surface. The best tablets are made of thick 
 strawboard tarred. Several kinds of heavy board, 
 suitable for the purpose, can be found at a book- 
 bindery. Even a few old cloth book covers may be 
 utilized for making them. 
 
 Although a great variety of tablets can be made, 
 five kinds are quite sufficient for the general pur- 
 poses of the work, viz., the inch square, the half 
 square, naade by cutting the inch square diagonally, 
 the oblong one inch by two inches, the equilateral 
 triangle one inch on each side, and the isosceles tri- 
 angle, made by cutting the oblong through both diag- 
 onals, making one side two inches, and the other 
 two sides about one and one-fourth inch. 
 
 The boards from which these tablets are made can 
 be first painted in different colors, and then cut as 
 usual, making them very useful for teaching colors. 
 
 Plan foe a Series of Lessons in Tablet Laying. 
 A graduated series of lessons in Tablet Laying may 
 be planned to follow in general detail the series pre- 
 sented for Block Building. 
 
TABLET LAYING. 
 
 01 
 
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 X/^ 5/ 
 
 
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 rig 33 
 
92 INDUSTRIAL EDUCATION. 
 
 As in Block Building the introductory exercise 
 consisted of an object lesson upon the cube, as the 
 simplest representative of solid forms, so Tablet 
 Laying is introduced by a similar object lesson upon 
 the square, as the simplest representative of plane 
 or surface forms. 
 
 It is designed to give, for this occupation, merely 
 a brief outline, or series of guiding hints. The 
 teacher will not fail to recognize the fact that in 
 this, as in all of the topics heretofore treated, his 
 best and greatest resource will lie in his own fund 
 of originality and invention. The field is wide, fer- 
 tile, and suggestive. 
 
 A simple plan is presented, subject to such re- 
 vision as each instructor may deem necessary. 
 (Figs. 78 to 116, pages 91 and 93.) 
 
 1. Object Lesson: subject. The Square Tablet. 
 
 2. Manipulating a single square tablet. 
 
 3. Using, in successive lessons, two, three, and four 
 squares; making, by dictation, symmetrical forms 
 and forms of life and beauty, naming each form. 
 
 4. Manipulating a single oblong tablet. 
 
 5. Using, in successive lessons, two, three, and 
 four oblong tablets; making, by their combination, 
 various forms, and naming them. 
 
 6. Combining the square and the oblong tablet, 
 using one of each at the beginning, and advancing 
 in succeeding lessons, with a definitely increased 
 number of each, until at least four squares and four 
 oblongs have been used in combination, working 
 by dictation and naming the forms produced. 
 
 7. Manipulating a single equilateral triangle. 
 
 8. Combining the square, oblong, and triangle in 
 the same manner as that described in Article 6. 
 
TABLET LAYING. 
 
 93 
 
 D 
 
 Fif35 
 
 Figi 97 
 
 F,j3S 
 
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 F/y 98 ny 99. Fig./OO, 
 
 Figr/02 ny 103 
 
 Filf /04 
 
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 A 
 
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94 INDUSTRIAL EDUCATION. 
 
 9. Manipulating a single isosceles triangle. 
 
 10. Combining all the forms in the manner indi- 
 cated in Article 6. 
 
 11. Inventive work. Making and naming forms 
 of beauty and symmetry. 
 
 Laying Coi^oeed Tablets. After the eye of the 
 child has become somewhat practiced in the ob- 
 servation of accurate and symmetrical forms made 
 by the use of the plain tablet, a number of lessons 
 combining ideas of both form and color will be 
 found very profitable. 
 
 The laying of the tablet, in itself a delightful oc- 
 cupation to the child, acquires for him a double at- 
 traction when he is permitted to handle and com- 
 bine in beautiful forms tablets of a variety of colors 
 as well as shapes. 
 
 The entire field covered by the general plan for 
 lessons in laying the plain tablets, may be re- 
 viewed, using the colored ones, and no fear need 
 be . entertained of the subject becoming weari- 
 some or distasteful to the pupil by reason of much 
 usage. 
 
 The opportunity for variation is so large that the 
 occupation has constantly a new and beautiful as- 
 pect, and so by one of the pleasantest avenues pos- 
 sible the child is led to, a nice cultivation of taste in 
 color-harmony. 
 
 Every dictation exercise should be supplemented 
 by a little time for invention. The pupil may be al- 
 lowed, at first, the use of a limited number of tab- 
 lets of but one shape and two colors. As the les- 
 sons proceed he is given an increased number of 
 tablets of a variety of shapes and colors, 
 
PAPER FOLDING. 95 
 
 The scope of this work is almost inexhaustible, 
 and a very wonderland of beauty is opened up be- 
 fore the child in the kaleidoscopic forms which his 
 hands are able to produce following the guidance of 
 his own fancy. 
 
 PAPER FOLDING. 
 
 The Materials. Sheets of light pliable paper of 
 fine texture and a variety of colors are readily pro- 
 cured of any dealer in such articles. The book-seller 
 will furnish them in large quantities at small cost. 
 
 These sheets should be cut into four-inch squares. 
 This work must be done very carefully, in order 
 that the squares may be accurately symmetrical. 
 
 With great painstaking it may be done by hand 
 with scissors or knife, but the best way is to take 
 advantage of the facilities found in every book- 
 bindery and newspaper office, and so insure a more 
 perfect workmanship than it is possible easily to at- 
 tain otherwise. 
 
 FIRST LESSON. 
 
 The Paper. The teacher introduces the usual 
 preparatory object lesson by holding up to the view 
 of the class one of the pieces of paper prepared for 
 this occupation, and saying, " What do I hold in my 
 hand?" 
 
 The pupils answer, "A piece of paper." 
 
 Teacher. Tell me something about this piece of 
 paper. 
 
 Pupil. It is square. 
 
 T. How many sides has it? 
 
 P. It has two sides. 
 
 T. Count the sides as I point, 
 
96 INDUSTRIAL EDUCATION. 
 
 P. One, two. 
 
 T. How many edges has it? 
 
 P. It has four edges. 
 
 T. Count the edges. 
 
 Pupils count as before. 
 
 T. How many corners has it? 
 
 P. It has four corners. 
 
 T. Count the corners. 
 
 Pupils count as before. 
 
 Individuals are asked to feel of the paper, and the 
 teacher asks, "Is it rough or smooth?" 
 
 P. It is very smooth. 
 
 T. Tell me something else about it. 
 
 P. It is thin. 
 It is glossy. 
 It is flat. 
 
 A pupil is asked to take the paper in his hand, and 
 the teacher asks, " Is it heavy or light?" 
 
 P. It is not heavy. 
 It is very light. 
 
 T. Is it large or small? 
 
 P. It is quite small. 
 
 T. How long is each edge, do you think? 
 
 The pupils make a variety of estimates whose ac- 
 curacy may be tested by measurement. 
 
 T. What color is the paper? 
 
 P.' It is blue (green, yellow, pink, etc.). 
 
 T. What else can we say of the paper? 
 
 P. It is clean. 
 
 T. If we wish to keep it clean, how must we 
 handle it? 
 
 P. Carefully and with cleaii fingers. 
 
 T. What may happen if we do not handle it care- 
 fully? 
 
PAPER FOLDING. 97 
 
 P. It may become soiled or torn. 
 T. Name some other things that we can do to the 
 paper. 
 P. We can cut it, roll it, or fold it. 
 T. Is all paper like this? 
 P. No, all paper is not of that color. 
 
 Some kinds of paper are stiff, hard and thick, 
 and some are soft and thin. 
 
 Some paper has lines upon it. 
 
 Some has writing and some has printing and 
 pictures. 
 T. Name some objects that have the same shape 
 as this piece of paper. 
 P. A handkerchief has that shape. 
 
 A shawl is square. 
 
 A table cloth is of that shape. 
 T. Tell me some of the uses of paper. 
 P. Paper is used for making books. 
 
 It is used to write upon. 
 
 It is used for wrapping bundles. 
 
 Money is made of paper. 
 
 Paper is used for making kites. 
 
 It is used for making paper dolls. 
 
 If desirable, when the class is somewhat farther 
 advanced, this subject may be reviewed and en- 
 larged upon. Then the children may learn by in- 
 vestigation of what materials paper is composed, 
 how and where made, and where obtained. 
 
 Sufficient capital for the first lessons will be gath- 
 ered from the simple facts which the child can easily 
 and immediately understand and express, and by 
 questions which he can satisfy by his present lim- 
 ited observation. 
 
98 INDUSTRIAL EDUCATION. 
 
 SECOND LESSON. 
 
 Folding Simple Forms. At the beginning of the 
 initiatory lesson in Paper Folding, when the pupil 
 takes for the first time the paper into his own hands 
 his attention should be called to its delicacy of color 
 and texture. Insistence upon the point of cleanly 
 and careful work should be constant, for the field is 
 exceptionally well adapted for its illustration. Re- 
 striction from the use of the material, and therefore 
 exclusion from the occupation, will induce an effort 
 toward reformation in the most habitually untidy 
 or persistently slovenly pupil. 
 
 At each lesson, before receiving the material, each 
 child is asked in succession by the teacher:— 
 
 "What color do you prefer your paper to be ?" 
 
 "I would like a blue one, if you please," or "a 
 pink one, if you please," the child is taught to reply. 
 
 When delicate tints occur, whose names the child 
 is unable to designate confidently, the former color 
 lessons may be brought into requisition. 
 
 When all are provided with paper, the teacher 
 dictates as follows: Place your paper squarely be- 
 fore you, with an edge parallel to the edge of the 
 desk. 
 
 Point to the right hand edge. To the left hand 
 edge. To the upper edge. To the lower edge. To 
 the upper right hand corner. To the upper left 
 hand corner. To the lower right hand corner. To 
 the lower left hand corner. 
 
 Carefully take the lower edge and fold it from 
 you toward the top, placing the edges neatly and 
 evenly together. Crease it. Turn the paper around 
 and open it. Tell me what you have made? 
 
 Pupil. A book. (Fig. 117, page 101.) 
 
PAPER FOLDING. 99 
 
 Teacher. Is it a real book? 
 
 P. No, it is a doll's book, or, a play book. 
 
 T. How many leaves has this book? 
 
 P. It has two leaves. 
 
 T. How many pages has it? 
 
 P. It has four pages. 
 
 T. Place the book, open, before you. Fold the 
 edge nearest you neatly upon the upper edge as be- 
 fore. Crease it carefully. Open it and tell me what 
 you have made. 
 
 P. A window. (Fig. 118, page 101.) 
 
 T. Place the paper, open, upon the desk. Turn 
 one of the corners toward you. Place this cor- 
 ner upon the opposite one; fit the corners and 
 edges exactly; fold and crease. What have you 
 made? 
 
 P. A little shawl. (Fig. 119.) 
 
 T. Open the paper. Place it upon the desk 
 and turn one quarter around. Fold the lower 
 corner upon the upper, as before. What have 
 you? 
 
 P. Another shawl. 
 
 T. Open the paper. Look in the middle, where 
 all the creases meet, and tell me what you find. 
 
 P. A star. (Fig. 120.) 
 
 T. Place the open paper again upon the desk. 
 Turn one of the corners toward you. Fold the 
 lower corner from you to the center of the star and 
 crease neatly. 
 
 Turn the opposite corner toward you. Fold to the 
 center as before. 
 
 Turn the right hand corner toward you. Fold to 
 the center. What have you made? 
 
 P. An open envelope. (Fig. 121.) 
 
100 INDUSTRIAL EDUCATION. 
 
 T. Turn the remaining corner toward you. Fold 
 from you to the center of the star as before. What 
 have you ? ^ 
 
 P. A closed envelope. (Fig. 133, page 101.) 
 
 At the close of the lesson each child who has per- 
 formed the work acceptably may be permitted to 
 take it home and display it as a specimen of his 
 handiwork. 
 
 SECOND LESSON. 
 
 Simple Forms {continued). Each pupil being pro- 
 vided with material, as before, the lesson is con- 
 tinued, as follows : — 
 
 Teacher. Make a little book. A window. A 
 shawl. Another shawl. Look for the star in the 
 center. Make an open envelope. A closed envel- 
 ope. Notice where the corners, or flaps of the en- 
 velope meet. Turn that side of the envelope down- 
 ward upon the desk. 
 
 Turn one corner toward you. 
 
 Fold this corner to the center and crease. 
 
 Turn your form and fold the opposite corner to 
 the center in the same manner. 
 
 Turn each of the remaining corners toward you, 
 and fold, as before, to the center of the star. 
 
 Turn your paper over and tell me what you see. 
 
 P. Four little squares. 
 
 T. What name may we give to this form? 
 
 P. A handkerchief case. (Fig. 123.) 
 
 T. Take the form in your hand. Notice the little 
 pockets made by the four little squares. Press the 
 four corners carefully together with the left hand. 
 Pick out the pockets with the right hand. Crease 
 
PAPER FOLDING. 
 
 101 
 
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 ng 121. 
 
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102 INDUSTRIAL EDUCATION. 
 
 the diagonal fold in each neatly. Place your form 
 upon the desk. What shall we call it? 
 
 P. A salt-cellar. (Fig. 124, page 101.) 
 
 T. Fold back the little flaps or pockets.; What 
 have you? 
 
 P. An open flower. (Fig. 125.) 
 
 T. Lay the open flower upon the desk. Press 
 lightly with the finger upon the center. What have 
 you? 
 
 P. A closed flower. (Fig. 126.) 
 
 A dextrous turn, easily understood, of the fold- 
 ings already made, and a King's crown is the result. 
 (Fig. 127.) 
 
 A slight change in this form produces the Queen's 
 crown. (Fig. 128.) ' 
 
 Each of these pretty simulations of real objects 
 of beauty is 'a delightful revelation to the child. 
 
 Any single form may constitute employment for 
 an ordinary lesson, or more may be added if desired. 
 
 For each form the child begins with a new square 
 of paper, folds in the succession described, the book, 
 window, and other rudimentary forms mentioned, 
 attaining by a final touch, in each case, a new and 
 distinct form of heauty. 
 
 By the time this course of lessons in easy forms is 
 completed, he will have attained considerable dex- 
 terity in handling the paper, and his simple reper- 
 toire in Paper Folding will consist in making, with- 
 out assistance or dictation, any of the forms thus 
 far described. He doubtless will make choice at dif- 
 ferent times, of different colors of paper, which will 
 render his small display of forms quite attractive. 
 
 This rule should be carefully observed in every 
 case, " Fold /rom, you, and always by opposites" 
 
REVIEW LESSONS. 103 
 
 WRiriNG. 
 
 This occupation in the First Grade, consists in 
 learning to write from copies upon the chart or 
 blackboard. Easy words which constitute the first 
 reading lesson should be written by the pupil upon 
 the slate and blackboard. As this branch of Manual 
 Training has been long in the schools, no lessons are 
 given. 
 
 DRA WING. 
 This work consists of daily lessons in simple ru- 
 dimentary drawing. Measuring off distances and 
 drawing straight lines in different directions upon 
 the slate are the usual employments for the first 
 year. No lessons are given, as many books axe pub- 
 lished proposing specific instruction, but it is sug- 
 gested that a great deal is to be discovered yet in 
 properly teaching Drawing. 
 
 GYMNASTICS. 
 
 Daily lessons in very simple free-hand exercises 
 and marching should be given. Directions will be 
 found in books published on this subject. It may be 
 added, that schools well trained in gymnastics are 
 noted for the order and happiness of the pupils. 
 
 REVIEW LESSONS. 
 
 " Practice Makes Perfect." The pupil who has 
 received the benefit of instruction and practice in all 
 of the employments thus far described, should have 
 acquired considerable skill in the various manipula- 
 
104 INDUSTRIAL EDVOATION. 
 
 tions. He will now, therefore, be quite prepared to 
 make further advances in any of the kinds of work 
 in which he has at any time engaged to a greater or 
 less extent. This being the case, much opportunity 
 should be given for reviewing former work. In 
 this, however, the aim should be, not only to renew 
 the child's knowledge of what he has learned before, 
 but also to assist him in acquiring greater proficiency 
 than he was able, at first, to attain. He will be able 
 now to advance farther ; will find new ground for 
 pleasure and employment in fields which he had 
 deemed exhausted ; will perform the old work with 
 new zest, having consciousness of the possession of 
 greater power. 
 
 The review lessons should be conducted in every 
 instance, upon a plan similar to, or adapted from, 
 the original presentation of the subject. They 
 should be conducted systematically. The subjects 
 need not be reviewed in the order of their first pre- 
 sentation, but as each one is taken up for review, it 
 should be used as a distinct lesson and continued in 
 separate successive lessons until the interest seems 
 to be in danger of flagging, or until the resources of 
 the subject seem to the small workers to have be- 
 come exhausted. After the child has been allowed 
 the desired and, oftentimes, necessary change in 
 occupation, opportunity may be given again for re- 
 view of the same work. 
 
 In this, as in all branches of education, the review 
 should not be conducted miscellaneously, hurriedly, 
 or carelessly. In order to reap a harvest of better 
 results than those obtained from the work when 
 engaged in by the child for the first time, the lessons 
 when reviewed should receive the same painstaking 
 
iiEni:w LEssoifs. lOo 
 
 consideration as that which was originally accorded 
 to them. The work should be prepared, the class 
 received, conducted and dismissed, and the materi- 
 als restored to their proper places, invariably in a 
 perfectly orderly and systematic manner. 
 
 The teacher should put forth the greatest effort 
 to make each and every lesson pleasant to each and 
 every participant. His stock of resources and ex- 
 pedients for the attainment of this end should be 
 inexhaustible. It may be laid down as an axiom, 
 that good results follow the efforts of happy and 
 contented workers. 
 
 The inventive power of the instructor should be 
 continually active. Especially will he find this a 
 necessity in review of familar subjects, in order that 
 the pupil may find in the old employment newly pre- 
 sented, the same delight that an entirely new occu- 
 pation affords. 
 
 To the faithful teacher, who appreciates fully the 
 fact that skill is attained only through the medium 
 of patient practice, and that practice in doing things 
 often and well makes skillful doing a habit, the 
 necessity of frequent and well-conducted reviews 
 need not be further emphasized. 
 
Cbapter fllF. 
 
 SUGGES TIONS, L ESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE PRIMARY SCHOOL — SECOND GRADE. 
 
 1. The Pupils. These pupils have usually at- 
 tended school for one year. Their ages vary from 
 six to seven or eight years. 
 
 9. The LEJifGTH op Lessons and Amount of Work. 
 For this grade the time occupied by each lesson 
 should be of about the same duration as directed in 
 plan for First Grade. The work may be presented 
 upon successive or upon alternate days, as the re- 
 quirements of the school and its program may de- 
 mand. 
 
 The plans which follow embrace employment for 
 many lessons. These lessons may be combined, di- 
 vided, varied or supplemented, as each instructor 
 may judge best. It is in Manual Training as in 
 Language; the teacher must adapt his lessons ac- 
 cording to good judgment. 
 
 3. The Studies and Occupations. Reference to 
 Appendix, Chapter II., will furnish an outlined plan of 
 Studies and Occupations for this grade. They cover 
 the same subjects as the first Grade, viz. : Language, 
 Numbers, Objects, Manual Arts. 
 
8TI0K LAYING. 107 
 
 4. The Manual Arts. The occupations are as 
 follows: — 
 
 Stick Laying. Braiding. 
 
 Picture Cutting. Writing. 
 
 Scrap-Book Making. Drawing (Inventive). 
 
 Spool Work. Gymnastics. 
 
 Paper Embroidery. Reviews. 
 
 STICK LAYING. 
 
 The Mateeials. The material required for Stick 
 Laying consists of small, wooden sticks. Five cents 
 will purchase a box of common wooden tooth-picks. 
 This quantity will serve for a long time. They may 
 be cut into various lengths. 
 
 Lessons in Stick Laying. The preparation af- 
 forded the child by previous occupations of a simi- 
 lar nature does much to simplify the introduction 
 and reception of this one. 
 
 In the lessons upon the cube and other solid forms, 
 there was presented to his mind ideas of the three 
 dimensions, — Length, Breadth, and Thickness. 
 
 In the square tablet and other plane forms, knowl- 
 edge of the two dimensions, — Length and Breadth 
 was gained. After these, by natural sequence, 
 comes the linear form, or stick, — the representative 
 of one dimension, Length. 
 
 A plan for a graduated series of lessons in Stick 
 Laying:— 
 
 1. Introductory Object Lesson: subject, The Stick. 
 
 3. Manipulating one stick. 
 
108 
 
 INDUSTRIAL SDVOATtON. 
 
 F/gj36 
 
 y^/y./sj. 
 
STICK LAYING. 109 
 
 3. Making angles of various sizes, and other 
 forms by combining two sticks, by dictation. Nam- 
 ing forms. 
 
 4. Making the triangle and other forms by com- 
 bining three sticks, by dictation. Naming forms. 
 
 5. Making a variety of forms of symmetry, life, 
 and beauty, by combining four sticks, by dictation. 
 
 6. Making forms by combination of any number 
 of sticks, by dictation. Naming forms. 
 
 7. Using sticks of different lengths, and employ- 
 ing in separate succeeding lessons any desired com- 
 bination, as regards length and number of sticks. 
 
 8. Eeviewing the foregoing lessons, without dicta- 
 tion, giving much opportunity for invention. Nam- 
 ing forms. 
 
 Figures 129 to 159, pages 108 and 110, illustrate a 
 few of the figures thus produced by Stick Laying: — 
 
 Figs. 129, 130, 131, 132, Fig. 146, Grate. 
 
 Rulers. Fig. 147, Chair. 
 
 Fig. 133, Carpenter's Fig. 148, Ladder. 
 
 square. Fig. 149, Scales. 
 Fig. 134, Carpenter's rule. Fig. 150, Church-window. 
 
 Fig. 135, Compass. Fig. 151, Cross. 
 
 Fig. 136, Milking stool. Fig. 152, Saw-horse. 
 
 Fig. 137, Cross. Fig. 153, Triangles. 
 
 Fig. 138, Triangle. Fig. 154, Rake. 
 
 Fig. 139, Stand. Fig. 155, Whirligig. 
 
 Fig. 140, Camp-stool. Fig. 156, Easel. 
 
 Fig. 141, Flag. Fig. 157, Kite. 
 
 Fig. 142, Hay Fork. Fig. 158, Coffee-pot. 
 
 Fig. 143, Picture Frame. Fig. 159, House, Barn and 
 Fig. 144, Gate-way. Dove-cot. 
 
 Fig. 145, Fan. Figs. 160, 161, 162, Letters. 
 
no 
 
 INDUSTRIAL EDUCATION. 
 
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PICTURE CUTTING. Ill 
 
 PICTURE CUTTING. 
 
 The Materials. The multitude of illustrated 
 publications which can easily be obtained at little or 
 no cost, and the artistic pictures which the present 
 favorite mode of advertisement furnishes, yield an 
 abundant supply of material for this employment. 
 
 The single tool required by each child for the work 
 is a pair of keen-edged, blunt-pointed scissors. 
 
 LESSONS IN PICTURE CUTTING. 
 
 The occupation of picture cutting, always a fa- 
 vorite one with children, and usually prominent 
 among their home amusements, gains rather than 
 loses fascination for them when presented as a man- 
 ual employment at school. 
 
 The study of pictures constitutes per se a most ex- 
 cellent field for the cultivation of the power of ob- 
 servation. 
 
 From the nature of the occupation a specified 
 number of lessons cannot readily be planned. Each 
 teacher must decide for himself how much time 
 may be devoted to the work at its first presentation. 
 It affords one of the pleasantest variations for an 
 occasional review exercise. 
 
 In conducting the lessons it is suggested, — 
 
 1. That the child be taught first how to hold and 
 manage the scissors correctly. One lesson-hour 
 may be occupied in cutting long strips from a com- 
 mon newspaper, so that the little workman may 
 acquire some deftness in handling his tool before he 
 attempt intricate work. 
 
 2. That the child be allowed often, but not in- 
 variably, to choose the picture which he is to cut. 
 
112 INDUSTRIAL EDUCATION. 
 
 3. That the teacher strive to guide the child to a 
 nice discrimination in his choice of a picture, and 
 to cultivate his taste for, and understanding of, a 
 high order of beauty in form and color. 
 
 4. That with this end in view the teacher and 
 child talk much about the picture, and study its 
 points together. 
 
 5. That the children assist in selecting pictures 
 and furnishing material for the occupation. 
 
 6. That, in some instances, the picture be cut by 
 following the outline of some figure or figures 
 represented in it, and that in others the mar- 
 ginal outline of the picture, taken as a whole, be 
 followed. 
 
 7. That the child, having made his choice of a 
 picture, shall not be allowed to change, but shall 
 finish cutting it before he be permitted to take an- 
 other. That he be taught to follow the outline care- 
 fully and patiently in all of its details, and that the 
 child, who, in impatience or carelessness, shall tear 
 his picture, or cut it badly, shall be denied the priv- 
 ilege of the occupation until he shall manifest his 
 desire to renew it by the promise of painstaking 
 effort. 
 
 8. That the child be taught this principle of econ- 
 omy, viz., that abundance or cheapness of mate- 
 rial does not justify or excuse wastefulness in its 
 use, 
 
 9. That at the close of each lesson in Picture Cut- 
 ting the child be required to put his work carefully 
 away in a neat and orderly manner in its proper 
 place, and to pick up and neatly dispose of all the 
 litter which he has made in cutting and trimming 
 his picture. 
 
SCRAP-BOOK MAKiya. 113 
 
 SCRAP-BOOK MAKING. 
 
 The Materials. The scrap-book may be made of 
 cloth or of paper. The pictures may be pasted upon 
 separate leaves, and these leaves be fastened to- 
 gether to form a book. When finished the outer 
 cover of this book may be decorated with some 
 pretty picture, and the back neatly fastened with 
 bows of ribbon. 
 
 Another plan is to make the book, and paste the 
 pictures into it afterward. Still anothei* is to make 
 use of the common form of scrap-book kept by 
 booksellers. 
 
 A smooth, clean flour-paste or common gum arable 
 may be used for pasting. 
 
 Clean, soft cloths or brushes should be provided, 
 for the removal of every trace of paste or gum from 
 the page, or from the edges of the picture. 
 
 LESSONS IN SCRAP-BOOK MAKING. 
 
 From cutting pictures, the step is natural and easy 
 to mounting them. 
 
 If a number of separate leaves, or books, be pro- 
 vided, several of the pupils may engage in the work 
 at the same time. If not, they can work, in turn, 
 upon the same book. While awaiting his turn, each 
 may cut the picture which he is to mount. The 
 pictures should be pasted upon one side of the page 
 only. 
 
 In order to derive the best benefit from this em- 
 ployment, the child should be instructed, — 
 
 First — To prepare his pictures for the scrap-book 
 by cutting them carefully. 
 
114 INDUSTRIAL EDUCATION. 
 
 Secoiid — To begin the work of each lesson with 
 clean hands and well-ordered material. 
 
 Third — To arrange his pictures upon the page 
 tastefully, effectively, and grouped as far as possi- 
 ble with reference to the subject which they repre- 
 sent or illustrate. 
 
 Fourth — To begin, when possible, at the upper left 
 hand corner, and work across and down the page. 
 
 Fifth — To use as little paste or gum as possible, 
 and to make very great effort to keep his hands, 
 clothes, and all material, clean and neat. 
 
 Sixth — To work patiently.to handle the material del-- 
 icately, and to strive to attain perfect workmanship. 
 
 Seventh — To clear away all litter when the lesson 
 is done, and to have a proper pride in excelling in 
 the important particular of performing his work 
 in a clean and orderly manner. 
 
 SPOOL WORK. 
 
 The Materials. The material for this occupa- 
 tion consists of a quantity of bright-colored worst- 
 eds, wools, or yarns. These, if bought in such 
 quantities as would be required for class use, can be 
 procured from local dealers at very moderate rates. 
 Such materials are usually sold in bunches, each 
 one ounce in weight. The worsteds should be of 
 the kinds commonly known as split, single,' and 
 double zephyr, and the yarn such as is employed in 
 common knitting. The greater the variety pro- 
 cured in color, the greater will be the attraction of 
 the work for young children. 
 
 The tools required are, first, a sufficient number 
 of empty spools of medium size to supply each 
 
SPOOL WORK. 115 
 
 member of the class with one. These, the home 
 work-baskets will furnish. Into one end of each of 
 the spools are driven four small, strong pins or 
 tacks, equidistant from each other, and near to the 
 edge of the hole in the spool. A few cents will pur- 
 chase a large quantity of these small pins, from any 
 hardware dealer. (Fig. 164, page 117.) 
 
 Second, a large pin or a common darning needle 
 for each pupil. (Fig. 163.) 
 
 For practice in spool work the yarn may be used ; 
 for a nice piece of work to be completed, the worsted 
 of either kind mentioned. More than four pins may 
 be used, in each spool, if desired. 
 
 LESSONS IN SPOOL WORK. 
 
 The first lesson in this occupation should be em- 
 ployed in teaching the pupils how to wind the 
 worsted skillfully from the skeins into smooth, 
 round balls, and, at the same time, to wind it very 
 loosely. The latter object is usually attained by 
 winding over the fingers of the hand holding the 
 ball, and slipping it off at convenient intervals. 
 
 The child's first piece of spool work may be " set 
 up," or started, by the instructor. After the first 
 piece he must learn to begin the work for himself. 
 He should be permitted to select worsteds of the 
 color or colors which he wishes to use. 
 
 The work is commenced by taking a spool in the 
 left hand, and, with the right, placing a little loop 
 of yarn over each one of the little pins. The short 
 end of the yarn is then passed through the hole in 
 the spool and drawn out at the opposite end. 
 
116 INDUSTRIAL EDUCATION. 
 
 The work being thus prepared, the child is taught 
 to hold the spool between the thumb and fingers of 
 the left hand, and to guide the yarn easily with the 
 same hand, carrying it by a natural movement 
 around the pins toward the left, turning the spool 
 as required. At the same time to pass the large pin 
 through each loop from above, lifting it above the 
 yarn and over the head of the corresponding pin. 
 To hold the large pin in the right hand, and with 
 the same hand to pull the work firmly down to its 
 place upon the pins after each stitch, by means of 
 the yarn projecting through the hole in the spool. 
 (Fig. 165, page 117.) 
 
 In a short time the work itself will grow long 
 enough to extend through the spool. When its 
 length becomes inconvenient, it may be wound into 
 a neat ball. 
 
 When a sufficient quantity of the cord has been 
 made, the child may be taught to sew it upon a 
 piece of firm cloth or paper, of circular shape, to 
 form a mat; commencing this work in the center 
 and fastening the cord, by long stitches upon the 
 back, in spiral form, until the mat is as large as de- 
 sired. (Fig. 166.) 
 
 To accomplish spool work well the pupil must 
 endeavor, — 
 
 First. To handle his large pin so deftly and so 
 carefully that he shall be in no danger of receiving 
 a wound from its sharp point, or of wounding his 
 neighbor. 
 
 Second. To hold the work handily, and not to un- 
 wind an unnecessary quantity of yarn from the ball. 
 
 Third. To watch his work closely and avoid 
 dropping or omitting stitches, and to learn to take 
 
SPOOL WORK. 
 
 117 
 
 /■/>//f.» 
 
118 INDUSTRIAL BDVCATION. 
 
 up dropped stitches and to take out work and remedy 
 a mistake when one is made. 
 
 Fourth. To exercise good taste in the selection of 
 colors, that the combination may be pleasing when 
 the work is completed. 
 
 Fifth. To keep the work tidy and clean, and to 
 put it away nicely after each lesson. 
 
 A small piece of paper or card, upon which his 
 name is neatly written, should be furnished to each 
 pupil. Before submitting his piece of work at the 
 close of each lesson, this small label is pinned 
 upon it, to insure recognition and avoid confusion 
 when the work is next distributed. 
 
 PAPER EMBROIDERY. 
 
 The Materials. The materials requisite for the 
 occupation of embroidery on paper consist of a 
 quantity of blotting paper, worsted of a variety of 
 colors, and worsted needles. 
 
 The blotting paper is easily procured at all book- 
 stores, at little or no expense. It is prepared for use 
 in classes, by cutting neatly into three-and-a-half or 
 four-inch squares. Upon each of these squares is 
 drawn lightly, with lead pencil, a symmetrical de- 
 sign in straight lines. If the little workers are not 
 able to do this for themselves, the designs may be 
 drawn by the teacher, with, if desired, the assistance 
 which older pupils are always glad to render. 
 
 The worsted and needles are procured as described 
 under the head of Spool Work. The kind of worsted 
 known as split zephyr usually finds greatest favor 
 for Paper Embroidery, 
 
PAPMR EMBROIDEUY. 
 
 119 
 
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120 INDUSTRIAL EDtTGATION. 
 
 LESSONS IN PAPER EMBROIDERY. 
 
 Aji object lesson upon the needle, the thimble, tlfe 
 worsted, or yarn, and upon the blotting paper, will 
 not be amiss in introducing this employment. 
 
 Practice in winding worsted and yarn into good 
 balls should be continued. 
 
 Before entering upon the work of embroidery, the 
 pupil must learn to thread the worsted needle, since 
 he has now reached his first experience in its use. 
 This is accomplished by holding the needle firmly in 
 the right hand, with the point outward; folding a 
 short end of the worsted over the needle and draw- 
 ing it down firmly; then pulling the needle out of 
 the flat loop thus made; next reversing the needle 
 and pressing the eye upon the smooth, flat loop; 
 finally, with the right hand drawing the worsted 
 through the eye. (Figs. 351, 352, page 143.) 
 
 For the first embroidery lesson, the design should 
 be simply the square (Fig. 175, page 119); for the next, 
 the square with diameter (Fig. 176); for the next, 
 the square with diagonals (Fig. 177); and for the 
 next, the square with both diameters and diagonals 
 (Fig. 178). 
 
 These are followed by more intricate designs (see 
 illustrations. Figs. 179 to 191, pages 119, 131), and when 
 the pupil has become quite familiar with the work, 
 much time should be given for invention. When 
 all of the pupils of a class are embroidering the 
 same symmetrical design, the work may be done by 
 dictation. Following symmetrical designs, forms of 
 life and beauty may constitute the pattern. The 
 scope for invention in this department is unlimited. 
 Several colors may be used, if desired, upon the 
 same design. 
 
PAPER EMBROIDERY. 
 
 121 
 
 'Fig/.J89. 
 
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 ■ fig 111. 
 
122 INDUSTRIAL EDUCATION. 
 
 The pupils being supplied with proper materials 
 and implements for work, are instructed, first, to 
 make a puncture in the paper with the needle, in 
 every place where the lines of the design cross or 
 meet. Next to pass the threaded needle from the 
 under to the upper side of the paper, through one of 
 the punctures, and to cover the lines of the design 
 with the worsted, by passing stitches from one punct- 
 ure to another. 
 
 In this employment the child should be taught to 
 observe: — 
 
 First. That he draw the worsted carefully through 
 the puncture, so that he will not tear the blotter. 
 
 Second. That he strive to be very patient and care- 
 ful in removing the tangled knots that will form 
 sometimes in the thread. 
 
 Third. That he be as economical as possible in the 
 use of the worsted, by making the short stitches on 
 the lower or wrong side of the paper, and keeping 
 the long ones upon the upper or right side. 
 
 Fourth. That he exercise good taste and judg- 
 ment in selecting harmonious colors of worsted for 
 his embroidery. 
 
 Fifth. That he endeavor, always, to keep the 
 work clean and tidy. 
 
 Sixth. That he label his work properly, if un- 
 finished, at the close of each lesson, and place all 
 materials in order. 
 
 BRAIDING. 
 The Materials. Any kind of common cord, or 
 such yarns and worsted as are employed in spool 
 work, fill all the necessary requirements for the oc- 
 cupation of Braiding. 
 
BRAIDING. 123 
 
 LESSONS IN BRAIDING. 
 
 The employment of Braiding, which covers suf- 
 ficient ground for several pleasant and profitable les- 
 sons, consists in learning to make cords by twisting 
 and braids by plaiting a given number of strands. 
 
 In learning to make a smooth, even cord or plait, 
 accuracy of both eye and hand are cultivated. 
 
 An outline is given for a number of simple les- 
 sons: — 
 
 1. Object Lesson: subject, The Material (silk, 
 worsted, etc.). 
 
 2. Learning to hold the strands firmly, and to 
 twist or braid evenly, by counting or dictation. 
 
 3. Learning to twist a smooth, even cord of two 
 three, four, or more strands. (Fig. 167, page 117.) 
 
 4. Learning to plait a braid of three stands. (Fig. 
 168.) 
 
 5. Learning to plait a braid of four strands. (Fig. 
 169.) 
 
 6. Learning to plait a braid of five, and finally 
 of any number of strands. (Fig. 170.) 
 
 7. Learning to make a braid, plaiting the strands 
 very tightly. 
 
 8. Learning to make a braid, plaiting the strands 
 very loosely. 
 
 9. Twisting cords and plaiting braids, combining 
 strands of different colors. 
 
 10. Learning to slip a braid upon one of its 
 strands. (Fig. 171.) 
 
 11. Learning to untwist a cord and to unplait a 
 braid neatly. 
 
 12. Learning to tie knots of various kinds, as, the 
 weaver's kngt, etc. (Figs. 173 and 174.) 
 
 13. Invention with various materials. 
 
124 INDUSTRIAL EDUCATION. 
 
 WRITING. 
 The work of writing upon the slate and black- 
 board is continued as in the First Grade. Writing 
 in the first grades of Tracing and Copy Books, using 
 pen and ink, is also introduced. 
 
 DRA WING. 
 Daily lessons in drawing consist in measuring off 
 distances and drawing straight lines in different di- 
 rections, as in the First Grade, also in making com- 
 binations of straight lines, drawing angles of vari- 
 ous kinds, curved lines, and simple objects, and in 
 inventive drawing. The slate and blackboard are 
 used. 
 
 GYMNASTICS. 
 Additional exercises in free gymnastics and march- 
 ing, to those given in the First Grade, will be needed. 
 
 [Note. — The remarks made under Writing, Drawing, and Gym- 
 nastics in Part III., Chap. I., should be referred to.] 
 
Cbapter ITIFir. 
 
 SUGGES TIONS,LESSONS,AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE PRIMARY SCHOOL — THIRD GRADE. 
 
 1. The Pupils. As a rule these pupils have com- 
 pleted the work of the first two years of school. 
 Their ages range, usually, from seven to eight or 
 nine years. 
 
 2. The Length of Lessons and Amount of 
 Work. The directions given under this head in 
 Parts First and Second of this chapter, will be found 
 to be applicable in the Third Grade as well. 
 
 3. The Studies and Occupations. These are de- 
 tailed in Appendix, Chapter II. The subjects em- 
 braced are Language, Numbers, Objects, Manual 
 Training. 
 
 4. The Manual Arts. The following list em- 
 braces the occupations fitted for this grade: — 
 
 Perforated Cardboard Embroidery. 
 
 Slat Plaiting. 
 
 Mat Weaving. 
 
 Writing. 
 
 Drawing. 
 
 Gymnastics, 
 
126 INDUSTRIAL EDUCATION. 
 
 PERFORATED CARDBOARD EMBROIDERY. 
 
 The Materials. A quantity of worsted of the 
 kinds known as split zephyr or Shetland wool, a 
 number of fine worsted needles, and some sheets 
 of perforated cardboard, constitute the materials 
 necessary for this occupation. 
 
 The worsted and needles are procured as ex- 
 plained in Chapter II., Part Second (Spool Work). 
 The various kinds of cardboard may be bought in 
 the same way of local dealers at the small expense 
 of four or five cents per sheet. For practice work 
 by beginners, the cardboard should be cut into four 
 or five inch squares. 
 
 A sufficient number of good thimbles to supply a 
 class can be purchased cheaply of the same dealer. 
 A few pairs of good scissors and shears should be 
 purchased at a hardware store. 
 
 LESSONS IN PERFORATED CARDBOARD EM- 
 BROIDERY. 
 
 The cardboard, by reason of its equidistant per- 
 forations, presents a most excellent foundation for 
 the embroidery of symmetrical figures. This work 
 is performed in a manner similar to that employed 
 in Paper Embroidery before described, the difference 
 lying in the fact that an outline design is necessary 
 in embroidering on paper, while the figure is made 
 upon cardboard by counting a certain number of per- 
 forations in any required direction and connecting 
 them with stitches of various lengths. 
 
 The first simple work of this occupation may be 
 performed by dictation and counting, often when 
 all of the members of a class are engaged in the 
 
CARDBOARD EMBROIDERY. 127 
 
 same work, by concert counting. A plan for lessons 
 in Cardboard work may be arranged as follows, sub- 
 ject to such variations as the teacher may wish to 
 make. (Figs. 193, 193, page 139.) 
 
 I. Object lessons on materials used. 
 
 3. Review practice in winding worsteds, using 
 thimble and scissors, and threading and handling 
 needle. 
 
 3. Cutting the cardboard by counting perfora- 
 tions and following exact lines with the scis- 
 sors. 
 
 4. Learning to make a simple stitch horizontally, 
 connecting two adjacent perforations, working both 
 from right to left and from left to right. 
 
 5. Making a horizontal stitch omitting one, two, 
 three, and, finally, any given number of perforations. 
 
 6. Making vertical stitches in same manner, em- 
 broidering both from and toward the worker. 
 
 7. Making oblique stiches in the same manner. 
 
 8. Making a single cross stitch in four adjacent 
 perforations. 
 
 9. Making two, three, finally, any given number of 
 cross stitches horizontally adjacent, observing to 
 cross all in the same way. 
 
 10. Making any given number of cross stitches 
 vertically adjacent, crossing all in the same way. 
 
 II. Making any given number of cross stitches 
 obliquely adjacent, making rows to the right and 
 left oblique, crossing all in the same way. 
 
 13. Making successively any given number of 
 cross stitches in horizontal, vertical, and oblique 
 rows, the stitches not being adjacent, but one, two, 
 finally, any number of perforations being omitted 
 between the stitches in each instance. 
 
128 INDUSTRIAL EDUCATION. 
 
 13. Making larger symmetrical cross stitches in 
 any four equidistant perforations not adjacent. 
 
 14. Making a simple border around a four-inch 
 square of cardboard, using in combination any of 
 the stitches above mentioned. 
 
 15. Inventive work in cardboard embroidery; 
 employing any of the stitches learned. 
 
 SLAT PLAITING. 
 
 The Material. The slats used for plaiting are 
 those made for tapers, and can be purchased of the 
 dealers at drug stores, crockery stores, and other 
 places. 
 
 They are made of some tough, flexible wood, and 
 vary in length from four and a half to ten inches. 
 The slats of these lengths may be cut very easily if 
 other lengths are desired. They are about three- 
 eighths of an inch in width and one-sixteenth of an 
 inch in thickness. 
 
 The cost of this material is nearly nominal. As 
 an occupation Slat Plaiting is one of the best in the 
 Manual curriculum. 
 
 LESSONS IN SLAT PLAITING. 
 
 The first work of the pupil after receiving the 
 material consists in various manipulations, first of 
 a single slat, then two, and then three slats, since 
 at least four slats are necessary before Slat Plaiting 
 proper may begin. As the lessons proceed the child 
 will learn by practice and instruction how the whole 
 structure of any figure made by interlacement of 
 slats must depend upon the hind produced by the 
 
CARDBOABB EMBROIDERY. 
 
 129 
 
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130 INDUSTRIAL EDUCATION. 
 
 proper laying of the slats in relation to one another 
 in the correct insertion of the final or binding slat. 
 Until this slat is properly inserted, the removal of 
 the form as a whole from the plane whereon it has 
 been constructed, is obviously impossible. 
 
 This work requires much patient care and pains- 
 taking. Many failures must be encountered before 
 the little hand will become skillful in plaiting the 
 shifting slats into stable forms. Proficiency only 
 can be attained by making a simple beginning of 
 easy forms composed of a few slats, then by slow 
 degrees making more complicated ones requiring 
 the use of many slats. The general order of a se- 
 ries of such lessons is briefiy shown in the follow- 
 ing scheme: — 
 
 1. Introductory Object Lesson: subject, The Slat. 
 
 2. Manipulating one slat, as in Stick Laying. 
 
 3. Manipulating two slats, naming forms made. 
 
 4. Manipulating three slats, naming forms made. 
 
 5. Plaiting four slats, naming forms. (Figs. 194, 
 195, 196, page 131.) 
 
 6. Plaiting five slats, naming forms. (Figs. 197, 
 198, 199.) 
 
 7. Plaiting six or more slats, naming forms. (Figs. 
 300-205.) 
 
 8. Counting and naming angles of various forms 
 constructed. (Page 131.) 
 
 9. Counting sides and corners. 
 
 10. Constructing figures and changing them to 
 other forms. 
 
 11. Interlacing slats of various lengths. 
 
 12. Making forms of use and beauty. (Figs. 206- 
 210, page 133.) 
 
 13. Invention in Slat Plaiting. 
 
SLAT PLAITING. 
 
 131 
 
 /■/^ 203. 
 
132 INDUSTRIAL EDUCATION. 
 
 MAT WEAVING. 
 
 The Materials. The materials for this occupa- 
 tion consist of mats and fringes of paper, and the 
 steel weaving needle. 
 
 The mat or weaving sheet is a piece of fine 
 glazed paper, in size about eight by six inches. The 
 body of the mat is cut lengthwise into strips which, 
 however, remain undetached from the margin or 
 border, which is uncut. (Fig. 212, page 135.) The 
 strips are cut of different widths in different mats; 
 also a number of widths in the same mat. The 
 fringe (which may be called the filling, as the mat 
 the warp) is a sheet of the same dimensions as the 
 mat, and is cut into strips or fringes lengthwise in 
 the same manner, except that at one end the strips 
 are quite severed from the body of the sheet and 
 from each other, so that they may be readily de- 
 tached, one by one, as needed for use. (Fig. 211.) 
 
 Both the mats and the fringes are of a great va- 
 riety of colors. 
 
 The needle consists of a steel shank about eight 
 inches in length, having a flat spring at one end. 
 (Fig. 213.) The use of the spring is to hold the strip 
 of fringe firmly during the process of intertwining 
 it with the meshes of the mat. 
 
 All of these materials can be procured at small 
 expense from dealers in Kindergarten materials. 
 
 LESSONS IN MAT WEAVING. 
 
 In all of the lessons in plain Mat Weaving the 
 plan of conducting by dictation will be found most 
 convenient and satisfactory. 
 
SLAT PLAITING. 
 
 133 
 
 Fig. 2/0. 
 
134 INDUSTRIAL EDUCATION. 
 
 In every piece 6f weaving, two colors at the least 
 may be combined; more than two colors may be 
 employed when the pupil has made suflScient ad- 
 vancement. The work, therefore, will call into use 
 the previous knowledge of the child in the special 
 province of color, and will afford an excellent occa- 
 sion for the exercise of his skill in combining colors 
 effectively. His sense of the beautiful is cultivated. 
 Also, in this employment, his knowledge of num- 
 bers and counting must be called again into test. 
 
 One distinct advantage derived from this occupa- 
 tion lies in the fact that both hands are equally cul- 
 tivated in skillful action, since both are equally em- 
 ployed and exercised. 
 
 The work of Mat Weaving is, from its nature, one 
 of great resource, and the plan appended is sub- 
 mitted merely as an outline or series of hints for 
 guidance in a field of labor for little hands; a field 
 so large that it can be limited only by the length of 
 time or degree of attention which the instructor 
 may judge wise to bestow upon it. Yet, of this he 
 may be certain, that large expenditure of both will 
 be w'ell balanced by the full returns. 
 
 1. Object Lessons upon the Materials used. 
 
 2. Weaving mats using two colors and strips of 
 equal width in both mat and fringe, by the follow- 
 ing formulas (Figs. 216 to 226, page 137), viz. : — 
 
 (a.) 1 over, 1 under, 1 over, 1 under, etc., every 
 odd row. 
 1 under, 1 over, 1 under, 1 over, etc., every 
 even row. 
 
 (ft.) 1 over, 2 under, etc., ) in alternate rows as be- 
 1 under, 2 over, etc., ) fore. 
 
MAT WEAVING. 135 
 
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 INDVUTRIAL EDUCATION.. 
 
 (c.) 2 over, 2 under, etc., 
 3 under, 3 over, etc., 
 
 (d.) 1 over, 3 under, etc., 
 
 1 under, 3 over, etc., 
 
 (e.) 3 over, 3 under, etc., 
 
 2 under, 3 over, etc. , 
 
 (/.) 3 over, 3 under, etc., 
 
 3 under, 3 over, etc. , 
 
 (gf.) 1 over, 4 under, etc., 
 
 1 under, 4 over, etc., 
 
 Qi.) 2 Tover, 4 under, etc., 
 
 2 under, 4 over, etc., 
 
 {i.) 3 over, 4 under, etc., 
 
 3 under, 4 over, etc., 
 
 (y.) 4 over, 4 under, etc., 
 
 4 under, 4 over, etc.. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 in alternate rows. 
 
 3. Continuing Mat Weaving Lessons by making 
 combinations of any desired numbers, as far as 
 practicable, using two colors. 
 
 4. Combining, in the same mat, any two or more 
 of the above formulas, using two colors. 
 
 5. Combining any of the above formulas, using 
 any desired number of colors. 
 
 6. Weaving easy patterns or figures in the mat. 
 (Figs. 227-237, page 139.) 
 
 7. Weaving intricate patterns. 
 
 8. Learning to finish each mat by neatly gum- 
 ming the ends of the fringes to the margin of the 
 mat on the wrong side. 
 
 9. Inventive work in Mat Weaving. 
 
MAT WEAVING. 
 
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138 INDUSTRIAL EDUCATION. 
 
 WRITING. 
 In the second grade, the work of writing words 
 and sentences upon slate and blackboard is con- 
 tinued. More advanced Tracing and Copy Books 
 are introduced for pen-and-ink writing. 
 
 DRA WING. 
 
 The work of the second grade, in drawing, is con- 
 tinued, with much work in invention and design. 
 
 GYMNASTICS. 
 Free-hand exercises, musical and marching ex- 
 ercises are given, and all previous work reviewed 
 with variations. 
 
 [Note. — The remarks made under Writing, Drawing, and Gym- 
 nastics in Part III., Chap. I., should be referred to.] 
 
MAT WEAVING. 
 
 139 
 
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Cbapter W. 
 
 SUGGES TIONS, LESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 ARTS. 
 
 THE PRIMARY SCHOOL — FOURTH GRADE. 
 
 1. The Pupils. These are usually about eight or 
 nine years old, though many children reach this 
 grade at an earlier age. 
 
 2. The Length of Lessons and Amount of Work. 
 As before suggested, daily lessons may be given, or 
 the work may be presented quite profitably upon 
 alternate days. To accomplish good results each 
 lesson should occupy at least twenty minutes. 
 
 3. The Studies and Occupations. These are 
 given in detail in Appendix, Chapter II. They com- 
 prise Language, Numbers, Sciences (Objective), Man- 
 ual Training. 
 
 The Manual Arts. The occupations appropriate 
 for this grade are enumerated below, — 
 Slat Plaiting (advanced). 
 Crocheting (Chain Stitch). 
 Paper Folding (advanced). 
 Perforated Cardboard Embroidery (advanced). 
 Penmanship. 
 Free-hand Drawing. 
 Gymnastics. 
 
SLAT PLAITING. 141 
 
 SLAT PLAITING (Advanced). 
 The Materials. For this occupation the neces- 
 sary material has been described under the head of 
 Slat Plaiting (Chapter III., Part Third). In the ad- 
 vanced work these materials may be used with 
 greater freedom and in larger numbers. By way of 
 ornament, inexpensive ribbons and worsteds of va- 
 rious colors may be called into requisition. 
 
 LESSONS IN SLAT PLAITING (Advanced). 
 
 The several occupations in which the child has 
 engaged during the time which he has spent in the 
 Primary Grade, constituting usually the first three 
 years of his school life, have by no means been 
 completed. As each separate employment has been' 
 laid aside, it has not been with an absolute sense of 
 relinquishment. The inexhaustible nature of the 
 field of Manual Labor is best proven to the learner 
 by his own experience. A. work well done is sure 
 to augment the desire to do it still better. 
 
 While in the Primary Grade the fundamental ob- 
 ject underlying the beginner's work of making real 
 or simulated forms of use and beauty, was to make 
 him skillful in manipulating and to cultivate his 
 ideas of form, size, color, distance, and number, the 
 more advanced work of the Second Grade still con- 
 stantly cultivates these ideas, and at the same time 
 the pupil is increasing his capacity to construct 
 things which are really useful. He is becoming 
 more and more skillful in the use of tools and im- 
 plements. 
 
 in reviewing former work he makes better the same 
 forms that he at first made more or less imperfectly. 
 
142 INDUSTRIAL EDUCATION. 
 
 In the special work of advanced Slat Plaiting now 
 considered, many pretty and useful things may be 
 made. The pupil now may use slats of many colors 
 and lengths. He may construct by instruction, or 
 by his own invention, especially drawing largely 
 upon the latter, many ornamental forms, such as 
 picture frames, card and letter receivers, baskets, 
 mats, etc. He can beautify his work and give its 
 form permanency by means of bows of ribbon or 
 cross stitches of silk or worsted. 
 
 He has reached the age when he should learn the 
 names of the geometrical figures, whose construc- 
 tion is especially favored by this employment. 
 
 His desire is easily stimulated to make useful arti- 
 cles for mother or sister at home, and although the 
 gift be very rude and simple, the consciousness of 
 ability to create, and the sensation of pleasure awak- 
 ened by doing for others, are to every young person, 
 if properly directed, priceless acquisitions. 
 
 The advantages gained by systematic and fre- 
 quent reviews cannot be overvalued. 
 
 CROCHETING CHAIN STITCH. 
 
 The Materials. These are the crochet needle, 
 which may be of bone, ivory, wood, steel, or rubber; 
 and the thread of yarn, worsted, cotton, or linen. 
 
 They may be procured by the quantity, of the 
 usual dealers at reasonable expense. 
 
 LESSONS IN CROCHETING CHAIN STITCH. 
 
 This occupation is introduced, like all previous 
 ones, by Object Lessons on the materials. 
 
 Next, the pupil is instructed in the proper method 
 of holding the needle and the yarn. (It is prefer- 
 
CROCHETING CHAIN STITCH. 
 
 143 
 
 r/fj49. 
 
144 INDUSTRIAL EDUCATION. 
 
 able to use yarn or coarse worsted for beginning les- 
 sons in crocheting.) A child who holds his needle 
 and work awkwardly must be assisted and re- 
 minded persistently. He can attain grace by prac- 
 tice. Ungraceful movements in any occupation 
 should be striven against with unceasing effort. 
 Verbal instruction in crocheting must, of necessity, 
 be strongly supplemented by the example of the in- 
 structor. Much individual attention, in the begin- 
 ning, will aid pupils who do not crochet " naturally," 
 to form good habits. 
 
 The first easy lesson on the simple Chain Stitch is 
 presented as follows: — 
 
 The class being supplied with a crochet-hook and 
 ball of yarn for each pupil, all are instructed to make 
 a loop or slipping-knot in the end of the yarn. 
 (Fig. 338, page 14:3.) 
 
 Next, to wind the yarn once around the fourth 
 finger of the left hand; to let it pass under the 
 third and second fingers and over the first, and 
 to hold the loop between the thumb and the first 
 finger. 
 
 Next, to take the crochet-needle in the right hand, 
 in the same manner as a pencil is held; to put the 
 hook through the loop; to put the hook under the 
 yarn that passes over the first finger, and to draw it 
 through the loop; again to put the hook under the 
 yarn and draw it through the new loop; to continue 
 repeating this procpss. (Figs. 239, 340, 241.) 
 
 The pupil must be taught to hold the needle so 
 that the hook will always be down, or nearly so; to 
 hold the yarn loosely and to make the loops uniform 
 and the chain straight and smooth; not to unwind 
 too much yarn from the ball at one time. 
 
PAPER FOLDING (Adoanced). 145 
 
 For practice lessons the pupils may crochet chains 
 of different lengths by counting, using different ma- 
 terials. They should also learn how to ravel the 
 work and rewind the yarn neatly upon the ball. . 
 
 PAPER FOLDING (Advanced). 
 
 The Materials. The description of these ma- 
 terials and their expense, as well as the manner of 
 procuring and preparing them, have been given 
 under the head of Paper Folding, Chapter III., Part 
 First. 
 
 LESSONS IN PAPER FOLDING (Advaticed). 
 
 From the simple forms of Paper Folding, which 
 constituted the beginning lessons in this employ- 
 ment, the pupil is now prepared to advance to those 
 of a more complicated nature. No caution, before 
 observed, in regard to cleanly and accurate work, 
 can now be omitted, but, on the contrary, all re- 
 quirements of that nature should be held to still 
 more strict observance. 
 
 Each one of these advanced forms of Paper Fold- 
 ing enabraces sufficient work for a single lesson. 
 These lessons will be described in order. 
 
 FIRST LESSON. 
 
 The Table Cloth. According to former instruc- 
 tions in Paper Folding, make in the order named, 
 the book, window, shawls, open envelope, closed 
 envelope. Next, unfold the paper; place it upon the 
 desk or table; find the middle horizontal fold. Care- 
 fully fold the horizontal edge nearest you, to meet 
 10 ' 
 
146 INDUSTRIAL EDUCATION. 
 
 this middle fold; turn the paper half around; fold 
 opposite edge to meet the middle fold, as before, and 
 crease; unfold; fold tlie two remaining edges to 
 meet the vertical middle fold in like manner. Now 
 fold together the four edges to the middle, and 
 crease the square thus made. Also crease the diago- 
 nal fold in each corner square. 
 
 We have a table cloth with four hanging corners. 
 (Fig. 353, page 149.) 
 
 Rule to remember: Fold from youanA by qppo- 
 sites. 
 
 SECOND LESSON. 
 
 The Table Cloth Ground Form. Make the 
 table cloth just described. Crease the large middle 
 square. Crease the four corner squares to the cen- 
 ter. (Fig. 354.) 
 
 The form thus made is the fundamental folding 
 for many beautiful designs. 
 
 THIRD LESSON. 
 
 The Windmill. Make the table cloth form just 
 described. 
 
 Turn toward you, successively, each side* of the 
 figure, and fold out each one of the corner squares 
 in the plane of the whole form, creasing the diago- 
 nal fold. Turn all the points toward the right, or, 
 all toward the left hand. (Fig. 355.) 
 
 FOURTH LESSON. 
 
 The Water Wheel. Make the Windmill. Fold 
 back each of the projecting triangular folds upon its 
 base, creasing. (Fig. 356.) 
 
PAPER FOLDING (Advanced). 147 
 
 FIFTH LESSON. 
 
 The Vase. Make the Windmill. Crease the mid- 
 dle diagonal fold making two points extend upward. 
 The remaining two points fold downward to form 
 the base of the figure. (Fig. 357, page 149.) 
 
 SIXTH LESSON. 
 
 The Sail Boat. Make the Vase. Fold one of the 
 triangular forms at the base, over upon the other, 
 and crease. (Fig. 358.) 
 
 SEVENTH LESSON. 
 
 The Double Boat. Make the Vase. Crease the 
 horizontal instead of the diagonal fold. This will 
 place two little boats side by side. (Fig. 359.) 
 
 EIGHTH LESSON. 
 
 Boat with Fish Box. Make the Double Boat. 
 Turn back and crease the small triangles which 
 form the bow and the stern of one of the boats. 
 (Fig. 360.) 
 
 NINTH LESSON. 
 
 The Old Hen. Make the Vase. Fold back one 
 of the small triangles at the base. The one remain- 
 ing is the old hen's wing. Skillfully turn wrong side 
 out one of the remaining points at the top of the 
 vase. This makes the hen's head and bill. (Fig. 
 361.) 
 
148 INDUSTRIAL EDUCATION. 
 
 TENTH LESSON. 
 
 The Swimming Duck. Make the old Hen. Fold 
 back the small projecting triangle which formed the 
 hen's wing. (Fig. 361, page 149.) 
 
 ELEVENTH LESSON. 
 
 The Double Table Cloth Foem. This form, like 
 the single table cloth form, is used as the founda- 
 tion for all of the forms described under that head, 
 and for many whose details need not be given here. 
 It is made as follows: Make the closed envelope. 
 Now crease the folds which form this square. From 
 the square thus made placed upon the desk with the 
 triangular flaps uppermost, make a table cloth. 
 From this make a table cloth form as described in 
 Lesson Second. The result will be a reduced size of 
 the single form represented. 
 
 It goes without saying that the child takes much 
 delight in constructing these interesting forms of 
 life. He can make a fleet of boats of different 
 colors. Cutting several of the squares of paper, 
 each into four smaller squares, he can make a whole 
 brood of chicks for the old hen, or of ducklings for 
 the old duck. Much time should be given for amuse- 
 ment in this occupation. The teacher should have 
 at his ready command many pleasant little stories. 
 These and numerous small games may be introduced 
 frequently when appropriate to the regular work of 
 the lesson in hand, and serve to vary the routine of 
 class work very pleasantly. 
 
PAPER FOLDING (Advanced). 
 
 149 
 
150 INDUSTRIAL EDUCATION. 
 
 PERFORATED CARDBOARD EMBROIDERY 
 (Advanced). 
 
 The Materials. In addition to the materials 
 enumerated and described under the head of Per- 
 forated Cardboard Embroidery (Chapter III., Part 
 Third), use can be made of ribbons, silks, and a great 
 variety of worsteds, in the advanced work now pre- 
 sented. But no great expenditure is necessary, as 
 the economical use of a few pretty materials will 
 insure the result to be quite satisfactory. Any ten- 
 dency to useless expenditure should be promptly 
 checked. 
 
 LESSONS IN ADVANCED PERFORATED CARD- 
 BOARD EMBROIDERY. 
 
 General Outline of Work. Beside following 
 out the detailed scheme of work laid down in the 
 Primary course, the pupil, doubtless, has made since, 
 considerable advancement in this employment at the 
 various opportunities afforded for reviewing former 
 work. Now, taking it up at its second recurrence in 
 the Manual Curriculum, he may be given large 
 license for the creation of objects in cardboard, 
 many of which are fanciful and not a few, if well 
 made, useful. 
 
 That a definite plan of labor may not be wholly 
 unobserved, however, the following may be found 
 of use, subject to such variations as may seem wise 
 to the instructor in its adoption and observance: — 
 
 1. Review of former work in Cardboard Em- 
 broidery. 
 
 3. Embroidering simple borders, using one kind 
 of stitch, and employing one, two, three, and, finally, 
 any number of colors of worsted. 
 
CARDBOARD JEMRROIDERY (AdvanceO). 161 
 
 3. Embroidering simple borders using two, three, 
 finally, any number of kinds of stitches, and employ- 
 ing but one color of worsted. 
 
 4. Making simple borders, using any number of 
 kinds of stitches, and employing any number of 
 colors desired. (Page 128.) 
 
 5. Employing any of the above described combi- 
 nations in embroidering simple symmetrical de- 
 signs, not borders. 
 
 6. Embroidering intricate designs and borders in 
 the same manner. 
 
 7. Embroidering letters, figures, and symbols, in 
 various styles. 
 
 8. Embroidering forms of life, viz., animals, flow- 
 ers, fruit, etc. 
 
 9. Using various kinds and colors of cardboard. 
 
 10. Embroidering objects of use. When em- 
 broidered, learning to finish the object neatly by 
 lining, binding, and ornamenting with tassels or balls 
 of worsted, bows of ribbon, etc. (This perhaps will 
 come under the head of review work, when the 
 child has had some experience in sewing.) The list 
 of these pretty objects is almost endless. It in- 
 cludes the book-mark, card-receiver, hair-receiver, 
 letter-case, handkerchief-case, spectacle-case, and a 
 great variety of other articles. 
 
 11. Invention in Cardboard Embroidery, 
 
 PENMANSHIP. 
 The work of the previous years is reviewed 
 with variations, the pupils writing both with and 
 without copies. More advanced Tracing and Copy 
 Books are presented^ 
 
152 INDUSTRIAL EDUCATION. 
 
 DRA WING. 
 
 The previous work is reviewed, and much free- 
 hand and inventive work required on the slate and 
 the blackboard. 
 
 GYMNASTICS. 
 Free-hand exercises and marching are system- 
 atically given. 
 
 [Note. — The remarks made under Writing, Drawing, and Gym- 
 nastics in Part III., Chap. I., should be referred to here.] 
 
Cbapter ID. 
 
 SUGGES TIONS, LESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE PRIMARY SCHOOL — FIFTH GRADE. 
 
 1. The Pupils. ~ These children, entering upon their 
 fifth year at school, will range in age from eight to 
 nine or ten years. 
 
 3. Length op Lessons and Amount of Work. 
 Directions given for Fourth Grade will be found ap- 
 plicable for this one. 
 
 3. Studies and Occupations. Appendix, Chapter 
 II., gives in detail an outline for this work. They 
 cover four subject^, viz., Language, Numbers, Sci- 
 ences (Objective), Manual Arts. 
 
 4. The Manual Arts. For this grade the following 
 occupations have been found admirably adapted, — 
 
 Sewing Over-and-Over. 
 
 Crocheting. 
 
 Paper Folding and Mounting. 
 
 Penmanship. 
 
 Free-hand and Inventive Drawing. 
 
 Gymnastics. 
 
154 INDUSTRIAL EDUCATION. 
 
 SEWING OVER-AND-OVER. 
 
 The Materials. The child now takes the imple- 
 ments and materials in his hand for the first time, 
 for the purpose of what seems to him " real work," 
 since it is his first introduction into the mysteries of 
 " plain, sewing." The chief attraction of this em- 
 ployment, lies, perhaps, in the fact that the pupil 
 approaches more nearly than he has at any former 
 time, the sphere of " grown-up " work. To nearly 
 all child-natures this is a common ambition. 
 
 All ordinary implements and materials necessary 
 for common sewing are employed. The cloth used 
 for the beginning lessons is unbleached muslin, cut 
 into pieces about five inches square. A very few 
 yards will do service for a long time, as the stitches 
 may be removed and the same piece re-used many 
 times. As the work proceeds, cloth of different 
 kinds and textures may be employed. 
 
 LESSONS IN SEWING OVER-AND-OVER. 
 
 Object Lessons on all of the implements and 
 materials used will be productive of interest and 
 profit. When these have been completed and at the 
 proper time, the class being in readiness for sewing, 
 to each member should be given a needle of proper 
 size, a spool of thread of proper number, a thimble, 
 an emery-ball, a small piece of bees-wax, a pair of 
 scissors, and two of the pieces of cloth above de- 
 scribed. All of these should be neatly arranged for 
 each pupil, in a small work-basket or box, labeled 
 with his name. 
 
 He should then be instructed as follows: — 
 
SEWING OVER-AND-OYER. 155 
 
 First. To smooth neatly the pieces of cloth and to 
 trim the edges if necessary. 
 
 Second. To turn down narrowly and crease a cor- 
 responding edge of each piece. 
 
 Third. To baste neatly each of the folds thus 
 turned. 
 
 Fourth. To place the turned edges of the two 
 pieces exactly together, with the turned over edges 
 either outside or inside as directed, and to baste the 
 pieces together firmly, in this position. 
 
 Fifth. To commence sewing at the right hand side 
 of the work, by drawing the needle and thread 
 through the cloth, very near to the folded edge, con- 
 cealing the knot. 
 
 Sixth. To thrust the needle, toward the sewer, 
 through both folds, very near the edge, and to con- 
 tinue " over-and-over," toward the left hand. (Fig. 
 295, page 168.) 
 
 Seventh. To make small, evenly placed stitches, and 
 to guard against taking them too deeply, or drawing 
 them too tightly. Not to use a very long thread. 
 
 Eighth. When some progress has been made and 
 longer seams are given, to learn how to pin the work 
 to knee or waist to hold it firmly while sewing. 
 
 Ninth. To learn to fasten the thread neatly when 
 the seam is finished. 
 
 Tenth. To learn to smooth down and press open a 
 finished seam. 
 
 Eleventh. To learn to take out work, without in- 
 juring the fabric, removing the stitches carefully. 
 
 Twelfth. At all times to use the scissors, not the 
 teeth, in cutting the thread. 
 
 Thirteenth. To learn the use of the wax when the 
 thread has a tendency to tangle, and how to use the 
 
156 INDUSTRIAL EDUCATION. 
 
 emery-ball when the dull needle " squeaks " in the 
 perspiring little fingers. 
 
 Fourteenth. Never to enter the sewing class with 
 untidy hands. To make every possible effort to 
 keep the work clean. 
 
 Fifteenth. To place all materials in proper order 
 and place at the close of every lesson. 
 
 The pupil should not be allowed to change from 
 this occupation to any other until he has attained in 
 it a fair degree of proficiency. Though his patience 
 and fingers tire, he should still be encouraged by the 
 instructor to persevere in view of a reward of good 
 results, and thus the value of the lesson will be 
 doubled. 
 
 CROCHETING. 
 
 The Materials. Under the heading, Crocheting 
 Chain Stitch (Chapter III., Part Fourth), will be 
 found a description of the required materials for the 
 present employment. They will require no variation 
 or addition. 
 
 LESSONS IN CROCHETING. 
 
 Simple Stitches. The chain stitch forms the 
 foundation or beginning of all simple forms of 
 crochet work. After reviewing that stitch the vari- 
 ous kinds of easy stitches and simple forms of 
 crocheting may be presented in successive lessons, 
 as follows: — 
 
 FIRST lesson. 
 Single or Pearl Stitch. Make a chain of twenty, 
 thirty, or any given number of stitches. 
 Turn the work. 
 
CROCHETING. 157 
 
 Thrust needle through upper thread of next to last 
 stitch made, and under the worsted, and draw 
 through. Put worsted over and draw through the 
 two stitches on the needle. 
 
 Thrust needle through upper thread of next stitch 
 of chain. 
 
 Repeat as before. (Fig. 343, page 143.) 
 
 When a row has been completed; turn the work, 
 and crochet across in the opposite direction, taking 
 up every stitch as before. At turning crochet one 
 chain. To make a right and a wrong side to the 
 work, break the thread at the completion of each 
 row and fasten neatly and securely by drawing the 
 end through the final stitch or loop. Then attach 
 the thread nicely at the opposite end, and work as in 
 first row. To vary this stitch, take up as desired, — the 
 upper thread only; the lower thread onlyj or both 
 threads of the stitches in the preceding row. 
 
 SECOND LESSON. 
 
 The Double or Slipper Stitch. Make a chain. 
 
 Turn work and crochet two chain. 
 
 Put thread over and thrust needle through upper 
 thread of third from last stitch of chain, and draw 
 thread through. 
 
 Put thread over and draw through two of the 
 three stitches on the needle. 
 
 Put thread over and draw through the two re- 
 maining stitches on the needle. 
 
 Repeat, taking up every stitch. (Fig. 343, page 
 143). 
 
 Observe the same changes in taking up stitches 
 in succeeding rows, as given in directions for Pearl 
 Stitch. 
 
158 INDUSTRIAL EDUCATION. 
 
 Vary the exercises in this stitch by crocheting one 
 chain stitch between each of the stitches and omit- 
 ting a corresponding stitch in taking up the stitches 
 of the preceding row. 
 
 Make two chain between in the same manner. 
 
 Make three between in the same manner. 
 
 THIRD LESSON. 
 
 Triple Stitch. Make chain. 
 
 Turn work, crocheting three chain. 
 
 Put thread over twice and thrust the needle 
 through third from last stitch of chain, and draw 
 thread through. 
 
 Put thread over and draw through two of the four 
 stitches or loops on the needle. 
 
 Put thread over again and draw through two of 
 the three stitches remaining- on the needle. 
 
 Put thread over again and draw through the two 
 stitches remaining on the needle. (Fig. 244, page 
 143.) 
 
 Eepeat. 
 
 Use the same variations in this stitch as those de- 
 scribed for previous stitches. 
 
 LESSONS FOR PRACTICE IN CROCHETING. 
 
 Much practice must be given in crocheting, chiefly 
 at first for the attainment of ease and grace in hold- 
 ing and managing work and needle. There is much 
 connected with crochet work that cannot readily be 
 imparted as instruction by one person to another. 
 One who crochets "naturally" finds frequent op- 
 portunity, and indeed necessity for the use of judg- 
 ment regardless of rules. The learner will under- 
 
CROCHETING. 169 
 
 stand this better as he becomes more and more 
 familiar with the work. Too strict an observance 
 of rules and formulas is often a hindrance to the 
 accomplishment of good crochet work. Miscella- 
 neous, careless, or hasty work should, of course, be 
 condemned, but good judgment and original method 
 in crocheting are of the first necessity. 
 
 Much practice in easy work, leading gradually to 
 more difficult tasks, will accomplish results for the 
 pupil which no amount of instruction would enable 
 him to attain. 
 
 The plan below suggested covers much ground for 
 practice. 
 
 1. Winding worsted into soft, smooth, shapely balls. 
 
 2. Crocheting chain slowly, counting stitches as 
 made; striving to avoid awkwardness of movement, 
 and endeavoring to hold work and needle easily. 
 
 3. Making chain more and more rapidly, counting 
 stitches. 
 
 4. Crocheting chain of any given length and fast- 
 ening the ends together, forming a ring. 
 
 5. Taking up each stitch of the ring thus made, 
 crocheting "round and round" either in pearl, 
 double, or triple stitch. Fastening at the end of 
 each round and crocheting one, two, or three chain, 
 as necessary, before beginning new row. 
 
 6. Learning to narrow and widen by omitting 
 stitches in the former case and supplying them in 
 the latter. 
 
 7. Crocheting a little mat employing pearl, double, 
 or triple stitch. Practicing to make the mat very 
 flat and smooth. (Fig. 245, page 143. ) 
 
 8. Making simple edgings by combining the va- 
 rious stitches learned. 
 
160 INDUSTRIAL EDUCATION. 
 
 PAPER FOLDING AND MOUNTING. 
 
 Under the headings Paper Folding (Chapter III., 
 Part First), and Scrap-Book Making (Chapter III., 
 Part Second), the materials for the occupation for 
 this grade will be found fully described. 
 
 LESSONS IN PAPER FOLDING AND MOUNTING. 
 
 To the occupation of Paper Folding the pupil can- 
 not fail to revert with fresh interest at its every pre- 
 sentation. It is doubtful if in any other one the rev- 
 elation of new wonders produced by his hands is so 
 constant and so great. While much in it is old, and 
 he must draw frequently upon his stock of previous 
 knowledge, there are still open to his advance un- 
 numbered avenues yet unexplored. A few hints, 
 and those of the briefest, are all that he will require 
 for guidance. 
 
 The instructor, therefore, will find his tact and 
 prudence called into exercise more for the purpose 
 of reserving instruction than for imparting it. The 
 unconscious injustice often done to the pupil by tell- 
 ing too much, and so robbing him of the privilege 
 of finding out for himself, is proven by his weak- 
 ness when his powers are called to any test. In 
 every branch of instruction this is too often forcibly 
 illustrated, and the subject now under discussion 
 affords so excellent a field for the exercise of orig- 
 inal method and natural ingenuity that the danger 
 of crippling the grand power of invention in the be- 
 ginning of its activity, should be especially guarded 
 against. 
 
PAPER FOLDING AND MOUNTING. 161 
 
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162 INDUSTRIAL EDUCATION. 
 
 The instructions laid down in the chapter on 
 Scrap-Book Making, in regard to the pasting and 
 mounting of pictures, will be found to be directly 
 applicable to the mounting of forms produced by 
 Paper Folding. 
 
 A brief plan for work, covering an unlimited 
 number of lessons, is suggested as follows: — 
 
 1. Review of former work in Paper Folding. 
 
 3. Making simple and complicated forms from the 
 closed envelope or simple form as a foundation. 
 
 3. Making simple and complicated forms from the 
 single table cloth ground form. 
 
 4. Making simple and complicated forms from the 
 double table cloth ground form. (Figs. a63 to 383, 
 page 161.) 
 
 5. Cutting one of the squares of paper into four 
 small squares; making small forms from these, in 
 the various ways described above. 
 
 6. Mounting any of the forms made by Paper 
 Folding in various positions, singly. 
 
 7. Mounting any of the forms made, in groups of 
 two, three, four, or any desired number, combining 
 different colors. (Figs. 383-394, pages 163, 165.) 
 
 8. Especial opportunity and much time for inven- 
 tion in Folding and Mounting. 
 
 PENMANSHIP. 
 
 The previous wOrk on slate and blackboard is re- 
 viewed and continued. Paragraphs from the Reader 
 are written daily in connection with regular lessons. 
 More advanced Tracing a.nd Copy Books are intro- 
 duced. 
 
PAPER FOLDING AND MOUNTING. 
 
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164 INDUSTRIAL EDUCATION. 
 
 DRA WING. 
 The work for this grade consists of review and 
 advancement upon the same plan as that described 
 for the Fourth Grade. 
 
 GYMNASTICS. 
 
 New exercises in Free-hand Gymnastics and in 
 Marching added to those given as in previous grades. 
 
 [Note. — The remarks made under Writing, Drawing, and Gym- 
 nastics in Part III., Chap. I., should be referred to here.] 
 
PAPER FOLDING AND MOUNTING. 166 
 
 f-'(ji2g3 
 
 fi^.294. 
 
Cbapter 1D1F. 
 
 SUGGES TIONS, LESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE PRIMARY SCHOOL — SIXTH GRADE. 
 
 1. The Pupils. These are nine or ten years of age 
 as a rule, though some complete the fifth year's work 
 earlier than this and some take a longer time to do it. 
 
 2. The Length of Lessons and Amount of Woek. 
 The time at the teacher's disposal, the resources at 
 his command, and the convenience afforded him, 
 must establish these data. General programs must 
 be made to conform to individual needs. If more 
 time and more frequent lessons can now be allowed, 
 the result will be greater. An excess of thirty min- 
 utes for each day in any given lesson is not ad- 
 vised. 
 
 3. The Studies AND Occupation. EBference to Ap- 
 pendix, Chapter II., will give in outline the work 
 appropriate for this grade. The subjects covered 
 are: Language, Numbers, Sciences (Objective), Man- 
 ual Arts. 
 
 4. The Manual Arts. These are, — 
 Hemming. Penmanship. 
 Pease Work. Drawing. 
 Knitting. Gymnastics. 
 Paper Flowdr Making. Reviews. 
 
HEMMING. 167 
 
 HEMMING. 
 The Materials. The materials and implements 
 necessary for this occupation are the same as those 
 required for sewing "over-and-over." The object 
 lessons there given on these materials and imple- 
 ments may now be reviewed with profit. 
 
 LESSONS IN HEMMING. 
 
 First. The pupil is taught to turn a raw edge of 
 the cloth narrowly toward the worker; to crease the 
 fold thus made, and to baste it neatly. 
 
 Second. To turn this folded edge toward him in 
 the same manner, thus completing the folding of 
 the hem. To baste this fold as before, taking great 
 care to preserve the uniform width of the hem. 
 (Fig. 296, page 168.) 
 
 Third. To fold and baste hems of various widths. 
 
 Fourth. To draw the needle and thread through 
 the folded edge at the left hand, concealing the 
 knot beneath the folded edge; to hem the folded 
 edge down neatly upon the body of the cloth, striv- 
 ing to make small stitches of uniform length and 
 slant, to take up as little of the cloth as possible in 
 making the stitches. Not to use a very long thread 
 nor draw it too tightly. (Fig. 296.) 
 
 Fifth. To fasten the thread neatly at the end of 
 the hem and to remove the basting thread. 
 
 Sixth. To observe unfailingly all of the general 
 directions in regard to workmanlike sewing, given 
 under the head of "Over-and-Over." 
 
 Seventh. For practice to make some article or gar- 
 ment in miniature as, a bag, a sheet, a pillow-case, em- 
 ploying the two kinds of stitches learned in sewing. 
 
168 
 
 INDUSTRIAL EDUCATION. 
 
 Fig e9S 
 
 Fig 39S. 
 
PEASE WORK. 169 
 
 PEASE WORK. 
 
 The Materials. The materials for Pease Work 
 consist of small sticks of pine wood, Tarying in 
 length from one to five inches, and a quantity of 
 good sized peas. The sticks should be nicely sharp- 
 ened at both ends. Common wooden toothpicks 
 may be used. The peas can be procured of any 
 grocer or seedsman. They are prepared for use by 
 soaking thena twelve hours and drying one hour. 
 
 LESSONS IN PEASE WORK. 
 
 The object of this occupation is to construct va- 
 rious forms, by joining the ends of any desired 
 number of sticks together by inserting them into 
 peas at the points of juncture. This being done 
 while the peas are in the soft state resultant from 
 soaking them, when they become dry and hard any 
 figure thus made will be a permanency. 
 
 The figures may lie in the plane upon which they 
 are originated, or they may be constructed upon it. 
 The pupil is privileged to draw largely upon the re- 
 sources already developed in the occupations of 
 Block Building, Stick Laying, and Slat Plaiting, 
 since the underlying principles of all of these em- 
 ployments are closely related. Herein lies the 
 special charm of Pease Work, that it embodies an 
 old idea, or set of ideas, in forms so new and pleas- 
 ing and by means of an occupation so diverting, 
 that the worker feels no irksome consciousness of 
 too frequent reiteration. 
 
 On account of the liability to split the pea, the 
 pupil should learn to insert the stick into the side of 
 
170 INDUSTRIAL EDUCATION. 
 
 a hemisphere, not too far, and not into the line or 
 space which divides the pea into two parts. 
 
 When a piece of Pease Work is finished, it should 
 be placed where it can remain undisturbed until 
 thoroughly dry. 
 
 For practical application of these hints the follow- 
 ing plan is suggested for a series of lessons: — 
 
 1. Review of former lessons in symmetrical plane 
 figures made by Stick Laying. 
 
 2. Object Lesson: subject, The Pea. 
 
 3. Practice with a single stick and pea, learning 
 to properly insert the former into the latter. 
 
 4. Using in successive lessons one, two, three, and 
 four sticks of equal length, in combination with 
 one, two, three, and four peas, advancing from sim- 
 ple to complex forms. (Figs. 397 to 303, page 171.) 
 
 5. Same as above, employing sticks of different 
 lengths. 
 
 6. Combining any number of peas and sticks in 
 plane figures. (Figs. 304 to 314, pages 171, 172.) 
 Drawing these figures upon the board or slate. 
 
 7. Same as above in elevated forms. (Figs. 315 to 
 324, pages 172, 173.) 
 
 8. Invention in Pease Work. 
 
 KNITTING. 
 
 The Materials. The final occupation in the In- 
 dustrial curriculum for the Primary and Second 
 Grades is now reached. The pupil, having learned 
 the rudiments of sewing and crocheting, may take 
 with equal profit the initiatory steps in the art of 
 Knitting. 
 
PHASE WORK. 
 
 171 
 
172 
 
 INDUSTRIAL EDUCATION. 
 
PEASE WORK. 
 
 173 
 
174 INDUSTRIAL EDUCATION. 
 
 The necessary materials consist of a quantity of 
 common knitting yarn, and for each child a pair of 
 good steel knitting-needles of size to suit the yarn. 
 These are procured of the dealers as described under 
 Paper Embroidery, Crocheting, etc. 
 
 FIRST LESSON. 
 
 Casting on Stitches. Present to each child one 
 needle and a ball of yarn, and instruct as fol- 
 lows: — 
 
 Double the end of the yarn one-half yard. Pass 
 the single yarn over the first finger of the right 
 hand. 
 
 Hold the doubled part of the yarn in the left hand 
 passing over the thumb. 
 
 Knitting-needle in right hand. 
 
 Put the first finger of the left hand through the 
 yarn which is around the thumb, drawing it to the 
 finger. 
 
 Push the needle under the yarn which is on the 
 finger of the left hand, and put the yarn which is in 
 the right hand over the needle. 
 
 Draw the top of the needle toward you, and the 
 yarn off the finger. 
 
 Tighten the yarn and the first stitch is made. 
 
 Repeat until the doubled yarn is used. (Fig. 246, 
 page 143.) 
 
 The teacher should illustrate these instructions by 
 performing the work with the class, repeating, and 
 giving individual aid until all have accomplished it. 
 Then they should practice until they are able to per- 
 form it rapidly and easily. 
 
KNITTING. 175 
 
 SKCOND LESSON. 
 
 Plain Knitting with Two Needles. Cast on 
 twenty stitches (or any given number). 
 
 Change the needle upon which are the stitches to 
 the left hand. 
 
 Take a needle in the right hand. 
 
 With this needle take off, one at a time, the stitches 
 from the left hand needle, in the same manner as 
 you did from your finger, in "casting on/' This time 
 do not tighten the stitches. 
 
 When you have removed them all to the right 
 hand needle, change needles and repeat. (Fig. 247, 
 page 143.) 
 
 This lesson should receive much practice before a 
 new one is presented. 
 
 THIRD LESSON. 
 
 Learning the Seam or Purl. Cast on twenty 
 stitches. 
 
 Knit first row plain. 
 
 Slip first stitch off upon your needle by putting the 
 needle through opposite side of the stitch. 
 
 Put needle through next stitch in same way. 
 
 Put yarn around the needle toward you, and to 
 draw the stitch off, push the needle from you. 
 
 Take the twenty stitches off in same manner. 
 
 Knit back plain. 
 
 Purl next row. 
 
 Repeat, knitting alternate rows, plain and purl. 
 
 This knitting will have a right and a wrong side. 
 (Fig. 248, page 143.) 
 
176 INDUSTRIAL EDUCATION. 
 
 LESSONS FOR PRACTICE IN KNITTING. 
 
 1. Knitting a strip alternating a plain and a purl 
 stitch. (Fig. 349.) In successive lessons alternat- 
 ing, as follows: — 
 
 Two plain, one purl, etc. 
 
 Two plain, two purl, etc. (Fig. 250.) 
 
 Three plain, one purl, etc. 
 
 Three plain, three purl, etc. 
 
 3. Learning to " bind off " by slipping the stitches 
 one over another until but one stitch is left upon the 
 needle. 
 
 3. Learning to knit a simple edging from directions 
 written upon the blackboard. 
 
 TISSUE-PAPER FLOWERS. 
 
 The Materials. The materials required for paper- 
 flower making consist, first, — of sheets of tissue 
 paper, which can be procured in any color desired 
 from book dealers, at the rate of 3 cts. to 14 cts. per 
 sheet, or 40 cts. to $2.75 per quire; second, — single 
 and branched leaves and stems from 1 ct. to 3 cts. each, 
 or 10 cts. to 30 cts. per doz. ; third,— culots (or centers 
 for roses, daisies, poppies, etc.), at 30 cts. per doz.; 
 fourth, — seed-pods, buds, rubber stems, etc. , at 4 cts. 
 to 30 cts. per doz. ; fifth, — working tools, consisting of 
 tweezers, goffering-sticks, and other necessary tools, 
 also a bottle of good mucilage. The prices of all of 
 the articles mentioned vary according to kind and 
 quality. A small quantity of material will suffice 
 to make a very good beginning. Additions to the 
 original stock can be made from time to time at 
 trifling expense. 
 
PAPER FLOWER MAKING. 177 
 
 LESSONS IN PAPER FLOWER MAKING. 
 
 Introductory Hints. The work of paper flower 
 making has been received since its introduction with 
 such universal favor that it will probably require no 
 special recommendation to secure it a place among 
 the occupations for manual practice in the school. 
 There are several reasons why its presentation to 
 pupils is appropriate, and, as a natural consequence, 
 of value. First, — delicacy of touch and skillful 
 manipulation are acquired. Second, — color lessons 
 are continued under most favorable circumst9,nces. 
 Third, — the taste is cultivated. Fourth, — valuable 
 lessons from one of Nature's most beautiful and 
 varied pages must necessarily be gained, for as dif- 
 ferent kinds of flowers are introduced, their similar- 
 ities and differences are noted, and there are num- 
 berless interesting details which careful guidance 
 and instruction are certain to evolve; the parts of a 
 flower are learned, also their arrangement, number, 
 and mode of attachment. 
 
 It would hardly be profitable to present this occu- 
 pation until the pupils had shown, by the work ac- 
 complished with other delicate materials, that prep- 
 aration which is necessary for an intricate work 
 requiring the greatest patience and care. 
 
 Before the work of flower making proper is begun 
 there are many preliminary details to learn. The 
 pupils ought to become acquainted with the materials 
 and tools and to learn their names. Some opportu- 
 nity should be given for practice in the various ma- 
 nipulations by which the parts of a simple flower are 
 prepared, before the pupils advance to the construc- 
 tion of the flower as a whole. 
 
 12 
 
178 INDUSTRIAL EDUCATION. 
 
 Experience in the previous occupations of paper 
 folding and cutting will enable them to take up quite 
 readily the first simple lessons in flower making. 
 The other processes should follow in the natural 
 order which a need of them will suggest. 
 
 FIRST LESSON. 
 
 ToLDiNG AND CUTTING. Take for practice a piece 
 of common wrapping paper of light texture. Cut a 
 four-inch square. - Mark the corners A B C D by op- 
 posites. (Fig. 325, page 183.) Carefully fold A over 
 diagonally upon B and crease sharply. Open the 
 paper and in like manner fold C upon D. Then fold 
 back to A and D to B. Press the folds of the 
 triangle thus folded and having marked upon it the 
 shape of the petal desired cut through the eight 
 thicknesses, following the line indicated. (Fig. 336.) 
 
 Some kinds of flowers may be made by cutting 
 each petal separately and pasting them one by one 
 in place; but it will be readily seen that a simple 
 way of saving time and labor is to cut a set of petals 
 and leave them connected in the center. This is es- 
 pecially convenient in making rows of petals for 
 double flowers, the outer one excepted. A set of 
 flower petals thus united in the center is called a Slip. 
 (Fig. 327.) In the process of making up a flower, 
 putting these sets of petals in place upon the stem is 
 called Slipping. 
 
 In a similar manner to that described above, the 
 paper may be folded to make six thicknesses if 
 desired. (Fig. 338.) The method of folding the 
 paper back and forth in a fan-like manner is better 
 than thg,t of folding by doubling and redoubling, 
 
PAPER FLOWER MAKING. 179 
 
 since by it more uniform size and shape are secured 
 in cutting the petals. But too great precision should 
 be avoided for the greatest charm in Nature's pro- 
 ductions which we are endeavoring to imitate, is 
 often found in their vagaries. 
 
 After practice in folding and cutting pieces of 
 wrapping paper, the pupils may cut petals for some 
 simple flower, from tissue paper of the proper color. 
 They may also cut' a number of slips and lay them 
 all aside for future use. 
 
 SECOND LESSON. 
 
 Ceimping. Petals of different flowers may be 
 crimped in several ways to produce good imitations 
 of natural forms. The best way to crimp a petal 
 through the middle is to fold it lengthwise over a 
 stiff knitting needle, and crimp by pressing small 
 folds with the left hand. The right hand receives 
 and holds with the thumb and first finger the crimps 
 thus made. (Fig. 339, page 183.) After a little prac- 
 tice this can be done easily and rapidly. 
 
 Crimping the edge of a petal makes it cup-shaped. 
 This shape is a common one. To produce it work 
 around the petal with a knife-blade (not too sharp), 
 holding the knife in the right hand and pressing 
 back small plaits to be firmly held by the thumb of 
 the left hand. 
 
 THIRD LESSON. 
 
 Goffering. A smooth stick called a goffering 
 tool is used for this purpose. (Fig. 330.) It is used 
 in shaping the inner petals of various double flowers 
 
180 INDUSTRIAL EDUCATION. 
 
 The petal is laid on a cotton cushion and the gof- 
 fering stick drawn sharply through the center, to 
 produce the curled up petals seen in the center of a 
 double rose and other flowers. (Fig. 331, page 183.) 
 
 To goffer the edge of a petal lay it upon the 
 cushion as before and draw the tool firmly down 
 from the apex toward the base, and near the edge. 
 Treat the opposite edge in the same manner. (Fig. 
 332.) Either or both of these processes may be used 
 as the kind of flower requires. 
 
 FOURTH LESSON. 
 
 Curling. Though this process is usually per- 
 formed after the making up of the complete flower, 
 yet the pupil should practice upon separate petals as 
 preparation for perfect work when the various pro- 
 cesses have been mastered. By it that natural curl 
 is given to the outer petals which is noticed particu- 
 larly in roses. 
 
 Curling is accomplished by drawing the petals be- 
 tween the thumb and a knife-blade pressed firmly 
 against it. The petal will curl toward the blade. 
 There is danger of cutting the paper if the knife has 
 too sharp an edge. 
 
 FIFTH LESSON. 
 
 Tinting and Staining. The inner point of a 
 flower-petal is often of a different color from the 
 outer part. It is sometimes of a different shade of 
 the same color. These effects may be produced in a 
 simple and satisfactory way by rubbing the center 
 of the square of paper, before folding or cutting, 
 
PAPER FLOWER MAKING. 181 
 
 with a dry powder of the shade or color required. 
 A bit of cotton rolled into a small ball may be used 
 for rubbing and blending the powder. It will re- 
 quire some practice and experience to do this deli- 
 cately. 
 
 Staining is done by dipping in water in which a 
 little powder of the color required has been 'dis- 
 solved, the edge or other part of the petal which it 
 is desired to color. After undergoing this process 
 the petal must be allowed to dry thoroughly before 
 crimping or goffering. Some of the common and' 
 necessary colors for a beginner's work are Ver- 
 milion, Chrome Yellow, Carmine, Pink, Vandyke 
 Brown, Chrome Green, Ivory Black, and White. 
 
 SIXTH LESSON. 
 
 The Poppy. If the pupil has practiced faithfully 
 upon the processes described in the foregoing lessons 
 it is presumable that he is now prepared to attempt 
 the entire construction of a simple flower. The 
 poppy being a common flower and one whose parts 
 are not difl&cult to imitate and adjust, is a good ex- 
 ample for this purpose. 
 
 Cut four squares from paper of proper color; fold 
 and cut them into slips of required shape. The two 
 slips designed for the outer part of the flower should 
 be a little larger than the other two. Tint the center 
 with Ivory Black and Vandyke Brown. Crimp the 
 edges of the petals. Select a stem with culot (or, 
 center with stamens). Thrust the stem through the 
 center of one of the smaller slips. Slip this up to 
 the culot and gum it slightly to place. Repeat this 
 with the other small slip, arranging it so that the 
 
182 INDUSTRIAL HOVCATtON. 
 
 petals will cover the spaces of first slip. Slip and 
 gum the outer sets of petals in like manner. A few 
 delicate touches will finish and shape the flower 
 nicely. 
 
 Arrange seed pod and leaves properly and wind 
 the stem with gummed tissue paper to hold all firm- 
 ly in place. 
 
 It may require several lessons to make a satis- 
 factory fiower. A number of fiowers of the same 
 kind should be made before a new variety is under- 
 taken by the learner. 
 
 GENERAL SUGGESTIONS. 
 
 In briefly describing these chief operations, a gen- 
 eral idea of the work of paper flower making has 
 been presented. Practice and experience under wise 
 direction must do the rest. Repeated trial even in 
 the face of continued failure and discouragement 
 must result finally in success. The worker will 
 sometimes fail by being too painstaking. Confidence 
 to work boldly and rapidly will do much to promote 
 easy workmanship and the fiower thus made will 
 be more graceful and more natural. We can do no 
 better in striving to imitate Nature than to endeavor 
 to acquire her apparent carelessness. 
 
 The instructor will find it an advantage to furnish 
 as models, samples of the various kinds of paper 
 flowers to be made by the pupils. Sacrificing one 
 of these occasionally, by allowing a pupil to take it 
 apart in order to study its construction, will perhaps 
 be found of some assistance. Patterns for petals of 
 different kinds of flowers can be readily drawn 
 from a picture, or from a pattern flower, or better 
 
PAPSR FLOWER MASINO. 
 
 183 
 
 ^ 
 
 ^/ 
 
 / 
 
 \ 
 
 Fig J2S. 
 
 r/gr327 
 
 rig.aao. 
 
 r/gi3ze 
 
 r/g.33/. 
 
 Ft^.332. 
 
184 INDUSTRIAL EDUCATION. 
 
 than either, from the natural flower, if it be pro- 
 curable. 
 
 The most exquisite neatness should prevail at the 
 little flower maker's table or desk. All materials 
 should be handled daintily, that the flowers when 
 completed may show perfect finish. Taste in ar- 
 ranging and grouping bunches and sprays of flow- 
 ers should receive much attention. They may also 
 be mounted in a number of pretty and effective 
 ways. 
 
 The rose, dahlia, daisy, and snowball are good ex- 
 amples of flowers to follow the poppy in successive 
 lessons. After that much has been accomplished, 
 the pupil's choice may guide him in the selection of 
 the flower which he wishes to make. 
 
 Each separate lesson in flower making should oc- 
 cupy from fifteen to twenty minutes at least. With 
 advanced pupils more time may be allowed if de- 
 sired, but the work should never be continued until 
 the pupil regards dismissal with relief. 
 
 As a rule, all manual lessons should be cut short 
 when the interest is high; then the pupil will return 
 to the work at the next time with a feeling of pleas- 
 ure. 
 
 PENMANSHIP. 
 The previous plan is still followed, with the in- 
 troduction of more advanced Tracing and Copy 
 Books. 
 
 DRA WING. 
 The work of all of the previous years is reviewed, 
 and a Primary Drawing Book presented for pencil- 
 work. 
 
GYMNASTICS. 185 
 
 GYMNASTICS. 
 
 The previous exercises are continued, and addi- 
 tional exercises. 
 
 [Note. — The remarks made under Writing, Drawing and Gym- 
 nastics, in Part III., Chapter I., should be referred to here. 
 
PART FOURTH 
 
 Cbapter H. 
 
 MANUAL WORK. 
 
 FOR THE BOYS AND GIRLS OP THE GRAMMAR SCHOOL SEVENTH, 
 
 EIGHTH, AND NINTH GRADES. 
 
 Primary Methods. In learning the Manual Arts 
 in the Primary and Second Grades, boys and girls 
 engage alike, without distinction of sex; a time is 
 provided for the Industrial Class, upon the general 
 program, and it is summoned, conducted, and dis- 
 missed in the same manner as that employed in 
 class recitation in the ordinary school curriculum. 
 When accessible, a recitation room may be used ex- 
 clusively for this work, in order that greater free- 
 dom from restraint than that allowed in usual reci- 
 tations may be accorded to the pupils. But al- 
 though a separate room is desirable, it is by no 
 means an absolute necessity, since with proper su- 
 perintendence. Manual Work in the lower grades 
 may be carried on in the general school-room. 
 
 A Work Room Desirable. When, however, the 
 pupils have reached the age for promotion to the 
 Grammar School, separate employment for the sexes 
 
TBE GRAMMAR SCHOOL. 187 
 
 being furnished, the former plan of operation mtist 
 of necessity be abandoned, and such a one adopted 
 as will best meet the requirements of the new situa- 
 tion. 
 
 To continue the work in the general school-room 
 is obviously impracticable in the case of the boys in 
 their work with tools, and unless the capacity of the 
 shop provided be very large, the boys cannot all find 
 employment there at the same time. But, of course, 
 in case of this being possible, the school room might 
 be abandoned at stated times for the use of the 
 girls, by whom it could be transformed into a tem- 
 porary sewing room. With the above mentioned 
 provision for the boys, a plan of this natlire might 
 be effectively employed, even in a Grammar School 
 of considerable size, the instructor passing from 
 room to room and supervising the work of each in 
 turn. 
 
 Another plan, which in the majority of cases will 
 undoubtedly prove the more feasible of the two, is 
 to set apart and fit up two rooms for Manuail Work, 
 the one with special reference to the requirements 
 of the girls' occupations, and the other as a work- 
 shop in which the boys may learn the use of tools 
 and implements. Each of these rooms should be in 
 charge of an instructor, who may receive classes of 
 convenient size at stated times from the several 
 school-rooms. As one class is dismissed another is 
 received upon the ordinary plan of recitation room 
 work. 
 
 In the sewing-room a class of twelve, or at 
 the most fifteen members, can be accommodated 
 and attended by a single instructor. The classes 
 should be arranged, as far as possible, so that each 
 
188 INDUSTRIAL EDUCATION. 
 
 one shall contain pupils engaged in the same occu- 
 pation.* 
 
 The Beginning May be Small. The facilities 
 which are at hand or may be afforded for fitting 
 up these rooms may be meager at first, but since the 
 work itself is creative, growth and accumulation 
 are certain to be the fruits of activity and judicious 
 expenditure of moderate or even small capital. 
 There should be a place for every kind of article 
 and material, and the instructor should exercise un- 
 ceasing care for every appurtenance and watchful 
 supervision over all work and all workers. No work, 
 material, or implement should ever be taken from the 
 room except bypermission of the instructor in charge. 
 
 Boxes, stands, tables, cupboards, shelves, and 
 many other articles of necessity and convenience 
 will be supplied for the sewing room from the boys' 
 workshop, in a short time after the work has been 
 established. 
 
 The Facilities. The sewing room should be prop- 
 erly lighted, heated, and ventilated, and the pupils 
 should be taught to maintain proper position of the 
 body while at work. All rules for the regulation of 
 a well-ordered room used for ordinary school pur- 
 poses should be carefully observed. 
 
 *The pupils and the hours are chosen hy the class teachers, with direct refer- 
 ence to the best interests of the persons selected, and the class as a whole. In 
 the same way they are selected for the Printing Office, When not members of 
 the Manual Training Class in the school, pupils are encouraged to do as much 
 work as they may be able at home, for which due credit is giren them in the 
 course. 
 
 It may be well to add here, that the shop and sewing room, both in the event 
 that competent instructors cannot be secured from the outside, may be placed 
 in charge of the older pupils, under the general direction of a regular teacher, 
 who is capable and willing. Or if It becomes necessary, they may be employed 
 to assist the instructor in charge. In either case the expense would be lighter, 
 and generally the work satisfactory. 
 
Cbapter fltr. 
 
 SUGGES TIONS, LESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE GRAMMAR SCHOOL — SEVENTH, EIGHTH, AND NINTH GRADES. 
 
 1. The Pupils. These vary in age, according to 
 the grade they occupy, from nine or ten to fourteen 
 or fifteen years. 
 
 2. Length of Lessons and Amount of Work. In- 
 struction in the Manual Arts may be given in the 
 Grammar Schools upon every day in the week, or 
 alternate days. Each lesson should be at least thirty 
 minutes in length, but no lesson can profitably oc- 
 cupy a longer time than forty-five minutes. The 
 proficiency acquired by each pupil should determine 
 the number of lessons in any occupation, required 
 in each individual case. 
 
 3. Studies and Occupation. A plan of the work 
 deemed requisite for this Department is laid down 
 in the Appendix, Chapter II. 
 
 4. The Manual Arts. A general scheme for work 
 
 in the various Manual Employments is suggested as 
 
 follows: — 
 
 For Boys. 
 
 1. Lessons in the use of the Hammer. 
 
 2. Drawing Lines and Laying Off Distances. 
 
 3. The Saw and its uses. 
 
190 INDUSTRIAL EDUCATION. 
 
 4. The Plane and its uses. 
 
 5. Lessons in the use of the Hammer, Saw, Plane, 
 and Marking Tools. 
 
 6. The Bit for Boring. 
 
 7. The Chisel and Mortise and Tenon Joint. 
 
 8. The Miter Joint, the Dowel Joint, the Dovetail 
 Joint. 
 
 9. Printing, Type-setting. 
 
 10. Penmanship. 
 
 11. Drawing. 
 13. Gymnastics. 
 13. Reviews. 
 
 For Girls. 
 
 1. Sewing Over-and-Over, Running, Hemming, 
 Stitching, Overcasting, Gathering. 
 
 2. Knitting". 
 
 3. Crocheting. 
 
 4. Patching, Darning, and Making Button Holes. 
 
 5. Printing, Type-setting. 
 
 6. Penmanship. 
 
 7. Drawing. 
 
 8. Gymnastics. 
 
 9. Reviews. 
 
Cbapter iririf. 
 
 LESSONS IN PLAIN SEWING, RUNNING, 
 GATHERING, STITCHING AND OVER- 
 CASTING. 
 
 GIKLS' DEPARTMKNT. 
 
 Plain Sewing. The greater number of the girls 
 entering the Grammar School from the Sixth Grade, 
 will have obtained some previous knowledge of rudi- 
 mentary sewing, and some may have reached a con- 
 siderable degree of proficiency. But on account of 
 those to whom further practice is necessary, as well 
 as those who are making their first entrance into 
 the school at the Grammar Department, a review of 
 hemming and over-and-over sewing constitutes the 
 first lessons. 
 
 The materials for these lessons, and the manner 
 of conducting the work, are in all essential particu- 
 lars the same as described in the Sixth Grade. 
 Small bags of unbleached muslin are used, and 
 upon these the girls practice hemming and over- 
 hand sewing, taking out imperfect work repeatedly 
 and doing it over and over until the instructor in 
 charge shall pronounce it satisfactory. As soon as 
 this verdict is passed upon the work of any pupil 
 she is permitted to advance to the next class, and 
 begin a new occupation. 
 
 Six or eight lessons of forty minutes' duration will 
 usually suffice for this work, and if the previous at- 
 tainments of any pupil have been good, fewer le^' 
 
192 INDUSTRIAL EDUCATION. 
 
 sons, in her case, will be required. One or more les- 
 sons should be given before the work is relinquished 
 for " over-and-over " sewing on two strips of fine 
 selvage. As a final specimen of work before pro- 
 motion, a well-constructed piece of patchwork may 
 be presented. For fine hemming and for practice 
 in turning narrow hems, a linen napkin or a breadth 
 of fine ruffling furnishes good material. Each piece 
 of unfinished work should be neatly labeled at the 
 close of every lesson, and all materials deposited in 
 suitable places provided. 
 
 A pleasant atmosphere of sociability should per- 
 vade the little " Sewing Circle." When not engaged 
 in giving necessary instructions, the teacher should 
 endeaver to promote good culture on the part of the 
 pupils by introducing interesting topics for discus- 
 sion, or by reading aloud for their instruction or 
 amusement. Unless the class is necessarily con- 
 ducted in a room where other pupils are engaged in 
 study, communication in a proper measure should not 
 be restricted between the pupils. The pleasure de- 
 rived from such easy unrestraint will be so highly 
 appreciated, that proper bounds will not often be 
 disregarded if restriction from all conversation be 
 the offender's penalty. 
 
 Running. For running may be used at first 
 strips of unbleached muslin, afterward bleached 
 cloth of fine texture, and calico, finally fine cam- 
 brio. For each kind of fabric suit size of needle 
 and thread to texture of cloth. The pieces first 
 used should be eight inches long by five wide. 
 Patchwork of simple pattern furnishes good work 
 for practice in running. The instructor should 
 
PLAIN SEWING. 193 
 
 make frequent examinations of all work, and ad- 
 vance pupils to new employment as soon as they 
 attain a proper degree of proficiency. Four or five 
 lessons of forty minutes each will suffice for ordi- 
 nary pupils. 
 
 Gathering. Any of the materials before used 
 in sewing may be employed in teaching gather- 
 ing. The thread may be used double or single. 
 Laying gathers should be taught as an accompani- 
 ment to every lesson in gathering. This work 
 should occupy at least five lessons. Whipping 
 gathers should occupy five more. Then each pupil 
 should make a small article employing all of the 
 kinds of stitches learned. A simple garment for 
 a doll affords good opportunity for this exercise. 
 
 Stitching. The sewing materials before men- 
 tioned are again called into requisition for learning 
 stitching. This work is of a more difficult nature 
 than any sewing before undertaken, and the oppor- 
 tunity afforded for the attainment of precise and 
 beautiful workmanship should not be neglected. A 
 fine linen shirt bosom may constitute the material 
 for a final piece of work to be submitted to the ex- 
 amining instructor. 
 
 Six or more lessons of forty minutes should be oc- 
 cupied with this work. 
 
 Overcasting. For learning overcasting the seams 
 previously made in running may be used. The 
 stitches should be taken half the depth of the seam, 
 and as far apart as each stitch is deep. Two or 
 three lessons will be sufficient for this work. 
 
 13 
 
194 INDUSTRIAL EDUCATION. 
 
 LESSONS IN CROCHETING. 
 
 In the Grammar School the first work in crochet- 
 ing consists of a complete review of all of the easy- 
 stitches learned in the Sixth Grade. Cotton or linen 
 thread may be used, also silk, worsted, and yarn. 
 When the simple stitches are learned more compli- 
 cated varieties are presented. The Afghan stitch, 
 the Star stitch, and other fancy stitches, and com- 
 binations and variations of all the stitches learned, 
 afford occupation for any number of lessons. Sev- 
 eral pieces of good crochet work should be required 
 of each pupil before she is permitted to relinquish 
 the work. The numberless beautiful as well as use- 
 ful articles which can be created, give by reason of 
 their pleasing variety a wide scope for very delight- 
 ful occupation. Mittens, shawls, hoods, edgings of 
 various kinds, tidies, and infants' sacques, bonnets, 
 shirts, and tiny shoes; these and a hundred other 
 articles of common use make up the list from 
 which the well advanced pupils in crocheting may 
 choose. All work should be performed by the direc- 
 tion and under the personal supervision of the in- 
 structor in charge. 
 
 Crocheting is pre-eminently an occupation which 
 can admit of no medium workmanship. A slovenly 
 or unworkmanlike piece of crocheting should never 
 be allowed to supply the uses for which the deli- 
 cately beautiful creations of this graceful art are 
 designed. 
 
 For this reason, thorough proficiency should be 
 required in simple crocheting before any attempt at 
 elaborate work is permitted. 
 
KNITTING. 195 
 
 LESSONS IN KNITTING. 
 
 All of the simple work before described and illus- 
 trated should be reviewed before farther advance is 
 attempted. Casting on stitches, knitting plain and 
 purl, narrowing, widening, and binding ofif, and 
 knitting very simple edgings on two needles, should 
 constitute the practice-work for many lessons. Then, 
 under the direction of the instructor, the pupils un- 
 dertake more elaborate patterns of lace, and also 
 learn to knit a stocking and a mitten, using four 
 needles. Many of the articles mentioned under the 
 head of Crocheting can be produced by knitting. 
 
 The number of lessons required by the pupils in 
 both Crocheting and Knitting, depends very much 
 upon the natural adaptability which they may 
 possess for the work. Thorough proficiency in the 
 work in hand should constitute in each individual 
 case the only condition upon which promotion to an 
 advanced employment is dependent. 
 
 LESSONS IN MENDING, PATCHING AND 
 DARNING, MAKING BUTTON HOLES. 
 
 Mending. To learn to mend neatly a torn or worn 
 garment is certainly an acquisition which every girl 
 should desire to possess, and although as little 
 pleasure is anticipated from it, perhaps, as from any 
 one of the Manual occupations, there is none that 
 affords greater satisfaction from accomplished re- 
 sults. 
 
 A finished piece of handsome embroidery is not 
 contemplated with more pride and gratification by 
 
196 INDUSTRIAL EDUCATION. 
 
 the youthful needlewoman than is a perfectly set 
 patch or difficult piece of darning produced by her 
 newly skilled fingers. 
 
 Perhaps the proverbial "stitch in time "would not 
 be so often neglected if the reclaiming power of the 
 darning needle were more generally appreciated. 
 Intelligent pupils will not find it difficult, after a lit- 
 tle experience, to understand that the very common- 
 place occupation of patching or darning may be re- 
 garded from an artistic stand-point. The disfavor 
 with which "mending day" is accustomed to be re- 
 garded in homes where a wise maternal government 
 decrees that each daughter shall perform her own 
 mending service, might be greatly lessened if the 
 idea of elevating a humble task by the mastery of 
 perfect workmanship were cultivated and made to 
 dominate over the feeling which is born of doing a 
 distasteful thing because it is necessary. 
 
 Patching and Darning. The materials employed 
 for this work consist of pieces of woolen and cot- 
 ton goods at first, and afterward silk, linen, and 
 finer fabrics. Needle and thread should suit the 
 material. 
 
 The pupils should learn to trim the rent neatly; 
 to cut and fit a patch and baste it in; to stitch 
 it; and finally to press the finished work. A patch 
 may also be sewed over-and-over and hemmed 
 in. The instructor should impart to the pupils all 
 of the well known directions necessary for observ- 
 ance in skillful patching. 
 
 For darning the same materials are used as for 
 patching, except in two or three final lessons, which 
 should be devoted to stocking darning. 
 
SVTTON-HOLES. 197 
 
 Both of these occupations afford most excellent 
 6pportunity for the display of nice workmanship. 
 Five lessons should be devoted to patching, five to 
 plain darning and five to stocking darning. 
 
 Making Button Holes. For button holes, use 
 the same materials as for patching and darning. 
 The first practice should be in marking, cutting, 
 barring and overcasting, by direction of the teacher 
 in charge. At least twelve good button holes should 
 be required on cotton fabric and twelve on woolen 
 before the work may be considered completed. The 
 number of lessons necessary will depend upon the 
 aptitude of the pupil. The examining teacher should 
 estimate the quality of a button hole by a standard 
 little short of perfection. 
 
(£bapter irit). 
 THE SHOP FOR IVOOD-WORK. 
 
 boys' department — introductory. 
 
 Theory and Pkacticb. A practical knowledge 
 of the use of wood-working tools is educational. A 
 theoretical knowledge of their use is better than 
 none at all. A simple study of the construction of 
 the various implements employed in working in 
 wood, the purposes to which they may be devoted, 
 the ends that may be accomplished by an intelligent 
 use of them, and the part they play in producing the 
 conveniences, the luxuries, and the progress of the 
 civilized world, is well worth much valuable time, 
 and the best efforts of all the youth in the land, and 
 of many mature minds as well. Elementary the- 
 oretical mechanics might well be substituted for 
 subjects of less importance in our secondary schools. 
 They would do much toward awakening an interest 
 in school work, and render useful aid in gaining a 
 practical knowledge of other subjects of study. 
 They would furnish the mind of the pupil with con- 
 vincing evidence of the uses of all knowledge. It 
 would give them new ideas which would serve as 
 the basis for higher aspirations and nobler lives. 
 
 When, however, the youth enters the shop and 
 learns by actual practice how to use these imple- 
 ments, and makes and builds with them, becoming 
 thereby a creator of values, there is scarce a limit 
 to the benefits that may be realized if the work be 
 
THE SHOP. 199 
 
 judiciously and persistently carried on. This kind 
 of manual training not only develops the muscle, 
 but wakes up the mind, creates a lively interest in 
 all the methods of obtaining knowledge, gives added 
 zest to many experiences of life and promotes the 
 self-respect of the youth, without which there can 
 be ho real progress. 
 
 It will be the purpose of the lessons which follow, 
 to give the names of the tools and implements used 
 in wood-work, the parts of which they are com- 
 posed, the various uses to which they may be put, 
 practical lessons in using them, and exercises in 
 making and constructing articles of use and beauty. 
 After the pupil has learned how to use a few of the 
 tools, he will have the privilege of making objects 
 to test the accuracy of his knowledge and the facil- 
 ity he has acquired in the use of the tools thus far 
 placed in his hands. These exercises will be given 
 at intervals all through the course of instruction. 
 
 The Shop. The shop may be any room which 
 can be (1) well-lighted, that is, the light so dif- 
 fused as to be soft and at the same time so clear 
 that the worker can distinguish accurately the 
 minute features of his work. (3) The temperature 
 should be so regulated that the occupant will be in 
 no danger from change, whether exercising vio- 
 lently or moderately. (3) Ventilation must also be 
 looked after. As the exercise of the pupil therein is 
 to be invigorating, strengthening, health-giving, the 
 air taken into the lungs must be fresh and pure. 
 
 Light, heat, and ventilation should be watched 
 with as much interest for the welfare of the pupil 
 in the shop as in the school-room. 
 
200 INDUSTRIAL EDUCATION. 
 
 There should be room in the shop for work^ 
 benches, lathes and tools, as many as are to be pro- 
 vided and used, and they should be so placed as to 
 insure the best position for the convenience of the 
 workers. A little thought on the part of the fore- 
 man or instructor, whoever he may be, given to the 
 features named above will be of. great service in 
 making the shop just what it ought to be, a pleasant, 
 attractive resort of the young learner. 
 
 The Work-bench. The work-bench may be sta- 
 tionary, portable, or knock-down according to cir- 
 cumstances. The first is placed against the wall of 
 the room, and is sometimes fastened to it, on which 
 also many of the tools are suspended. The second 
 does not differ materially from the first, except 
 that it stands clear from the wall, and if wide 
 enough may serve as a double bench. The knock- 
 down is made by placing a plank fifteen to twenty 
 inches wide and six to eight feet long upon two 
 wooden horses and nailing strips of board on the 
 under side of the plank to hold it in place. The 
 bench-vise must be attached to the forward horse. 
 This bench can be taken down in a moment, and 
 laid aside, to be set up again at will, in the school 
 room for after school work if desirable. The porta- 
 ble bench may have a deep drawer in which to keep 
 the tools, instead of a tool-chest, or a shelf under 
 the bench will answer the same purpose and save 
 room. 
 
 Tools for Working in Wood and How to Use 
 Them. The object of the exercises and lessons here- 
 after given is to show the learner by actual prac- 
 
THE HAMMER. 201 
 
 tice how to use the various implements commonly 
 employed in working in wood. The first lessons 
 will be explained somewhat minutely in order that 
 the young workman may clearly understand what 
 he is to do, but he will be left more and more to rely 
 upon his own judgment as to the meaning of the 
 terms used. Each tool will be taken up by itself, 
 beginning with those that are in common use and 
 easily understood. 
 
 The Hammer. The hammer is a striking tool. 
 There are several of the same general character. 
 Among these may be named, the tack-hammer, the 
 nail-hammer, the mallet, the beetle, the hatchet, the 
 adze, and the axe. In this chapter instruction will 
 be given in the use of the nail-hammer only. Three 
 kinds of blows may be struck with it, — the light, 
 the medium, and the heavy blow. 
 
 The hammer has a handle and a head. The head 
 has an eye into which the handle is fastened, the 
 face, which meets the object struck, and the claw 
 for withdrawing the nail. Hammers are numbered 
 according to size, No. 1 being the largest. No. 3 or 
 3 is large enough for boys in the Grammar School. 
 A nail-set is frequently used with the hammer, 
 therefore one should be supplied with each ham- 
 mer. 
 
 Material. Each member of the class will require 
 three or four pieces of pine, six feet in length, six 
 inches wide, and one inch, or seven-eighths of an 
 inch thick, and some pieces of hemlock to serve as 
 joists in blind-nailing, also one-half pound each 
 Nos. 3, 4, and 6 nails. 
 
202 INDUSTRIAL EDUCATION. 
 
 FIRST LESSON. 
 
 Learn to Strike the Light Blow. Stand with 
 the right side to the bench, on which is placed a 
 piece of soft board. Take the handle of the tool 
 firmly in the right hand. Close the fingers over it 
 and extend the thumb along the side. Let the face 
 of the tool rest on the board, and the forearm just 
 above and parallel with the upper surface of the 
 bench. (Fig. 334, p. 205). Now raise the hammer 
 with the wrist movement, keeping the forearm in 
 the same position, and strike light blows in this 
 way until the- lesson is fully mastered. (Fig. 335.) 
 
 SECOND LESSON. 
 
 Learn to Strike the Medium Blow. Stand be- 
 side the bench, holding the hammer as in Lesson 2. 
 Now raise the hammer with the wrist as before, and 
 also the forearm. (Fig. 336.) Keep the arm above 
 the elbow from moving, and strike until the full 
 medium blow can be given with ease and precision. 
 
 THIRD LESSON. 
 
 Learn to Strike the Heavy Blow. Standing 
 as before lift the hammer, using the wrist, and the 
 elbow, and also the shoulder. (Fig. 337.) Move the 
 arm at the shoulder, thus raising the hammer high, 
 and strike until the blows can be struck with ease, 
 precision, and great force. 
 
 fourth lesson. 
 Learn to Strike Square Blows with Precision. 
 Lay a piece of pine board (or other soft wood) on 
 the bench. Strike light blows about one inch apart 
 
TMS HAMMER. 203 
 
 in lines over the surface. In the same places strike 
 medium blows, and then heavy blows, striving to 
 sink the face of the hammer evenly into the surface 
 of the board. (Fig. 338.) 
 
 FIFTH LESSON. 
 
 Learn to Drive a Nail by First Process, or 
 Straight Nailing. Lay a piece of board of pine or 
 other soft wood on the bench. With a square and 
 pencil draw a line and on it make points one-half 
 inch apart. Take a number 4 or shingle nail be- 
 tween the thumb and first finger of the left hand, 
 hold it upright with the greater width of the point 
 across the grain of the board. (Fig. 339.) Strike 
 one or two light blows; then remove the hand and 
 drive it home. In the same way, drive a nail at 
 each point in the line. 
 
 SIXTH LESSON. 
 
 Learn to Nail with a Nail-set. Drive a row of 
 nails as before, taking care not to mark the board 
 with the face of the hammer. Then with a nail- 
 set, sink the head of the nails below the surface of 
 the board. 
 
 SEVENTH LESSON. 
 
 Learn to Drive Nails in a Line. Lay off a line 
 and divide it into spaces one-half inch apart and at 
 each point drive nails that shall be in exact line 
 with each other. 
 
204 INDUSTRIAL BDOCATION. 
 
 EIGHTH LESSON. 
 
 Learn to Drive Nails Flush. Lay off a line as 
 before and at each point drive a nail, leaving the 
 head a little above the surface of the board. See 
 that all are the same height and in a straight line. 
 
 NINTH LESSON. 
 
 Learn how to do Blind-nailing. This kind of 
 nailing is used generally in laying floors. Lay two 
 strips of board on the bench that shall serve as 
 joists. Across these place a piece of board for the 
 flooring. To keep it from moving, drive a nail or 
 two against the back side of it. Then on the other 
 side, a little below the upper edge, drive a nail 
 obliquely into the board and through into the joist. 
 Against this piece now place another and nail it to 
 the joist as before. (Fig. 340.) 
 
 TENTH LESSON. 
 
 Learn Toe-nailing. Lay a piece of board on the 
 bench, and then place on this board another on its 
 edge. Drive a nail obliquely into this board and 
 through into the board on which it rests. (Fig. 341. ) 
 Nail both sides, and see that the upper board is held 
 firmly in its place. 
 
 eleventh lesson. 
 
 Learn to Drive Nails Horizontally at the 
 
 Right, and at the Left Hand. Fasten a piece of 
 
 board in the bench-vise, extending it along against 
 
 the side of the bench. Into this board drive nails 
 
THE HAMMER. 
 
 205 
 
 f/^.33S. 
 
 r/gf.337. 
 
 F/gr.asB. 
 
206 INDUSTRIAL EDUCATION. 
 
 horizontally, standing first with the right side to 
 the bench, and then the left side. (Figs. 342, 343, p. 
 214.) The seeming awkwardness of the position 
 will be overcome by successfully driving a few 
 nails. 
 
 TWELFTH LESSON. 
 
 Learn to Withdraw Nails. In prder to use the 
 claw in withdrawing a nail, the nail must first be 
 started, so as to raise the head a little above the 
 face of the board; then apply the claw. If the head 
 of the nail is some distance above the board, place a 
 small block under the hammer, and then the nail 
 can be withdrawn without bending it. (Fig. 344.) 
 
 DRAWING LINES AND LAYING OFF 
 DISTANCES. 
 
 The Tools. The rule, the square, the try-square, 
 the ten-foot pole (it may be less), the gauge, the 
 awl, the knife and pencil, and the chalk and line. 
 These instruments a;?e all used more or less in draw- 
 ing lines and laying off distances. It is not neces- 
 sary to describe them at this time. Brief object 
 lessons should however be given by the foreman or 
 instructor in order that their construction and parts 
 may be thoroughly understood by the young work- 
 man. 
 
 Material. For each member of the class there 
 should be two boards of pine, or other soft wood, 
 ten feet or twelve feet long, ten inches wide and one 
 inch or seven-eighths of an inch thick. Get planed 
 
THE HAMMER. 207 
 
 lumber (at least, one side,) if convenient, and with 
 one straight edge. The lumber for these lessons 
 can be further used for sawing and other purposes. 
 
 first lesson. 
 Learn to Draw a Straight Line on the Sur- 
 face OP A Board. Lay the board on the bench; 
 with the pencil mark two points at greater or less 
 distance from each other; close beside these two 
 points lay the straight edge of the rule, square, or 
 pole; upon it place the thumb and fingers in oppo- 
 site directions so as to hold it firmly in position 
 (Fig. 345, p. 214), then connect the two points by 
 drawing the pencil along the straight edge between 
 them. To learn to hold the straight edge in position 
 with facility is the object of this exercise. 
 
 second lesson. 
 Learn to Lay Off Distances and Connect 
 Them with a Straight Line. Place the gradu- 
 ated edge of the rule or other measure upon the 
 board in the direction desired; with the thumb and 
 fingers of the left hand hold it firmly in position; 
 then mark the two points to be connected, with the 
 awl or pencil, and connect them with a line drawn 
 along the graduated edge. 
 
 third lesson. 
 
 Learn to Connect Two Given Points on a 
 
 Board by a Chalk Line. Through the loop in 
 
 the end of the line pass the awl and thrust it into 
 
 one of the points; hold the line tight in the left 
 
208 INDUSTRIAL EDUCATION. 
 
 hand; take the chalk in the right hand; press it 
 against the line, covering it with the thumb, draw- 
 ing it forth and back until the distance to be laid off 
 is chalked. Now with the line still drawn tight, 
 place it upon the surface of the board connecting 
 the points, and with the right hand raise the line 
 vertically and let it go. On removing the line the 
 chalk mark will be seen. The straightness of the 
 chalk line will depend upon holding the line tight 
 and raising exactly in a vertical direction. The 
 chalk line is generally used for distances too great 
 to be covered by the rule or square. 
 
 fourth lesson. 
 
 Learn to Draw a Line on the Surface op a 
 Board Parallel to the Edge. Place the mark- 
 ing-tool, which may be the pencil, the knife, or the 
 awl, upon the point at one end of the line. Take 
 the rule in the left hand, enclosing it with the fin- 
 gers and the thumb on the upper side. Place the 
 rule upon the board, the end touching the marking- 
 tool, its length square with and the forefinger 
 against the edge of the board. Let the second finger 
 of the right hand rest against the end of the rule 
 just behind and touching the pencil. 
 
 Now move the marking-tool and the rule along 
 the surface to the end of the line. This method of 
 ruling may be used where great accuracy is not re- 
 quired. ^___ 
 
 fifth lesson. 
 Learn to Draw a Line Parallel to the 
 Straight Edge of a Board, at a Given Distance 
 FROM it, with the Gauge. Set the gauge at the 
 
THE HAMMER. 209 
 
 required distance. Take it in the right hand, the 
 thumb opposite the spur, the forefinger over the 
 head, and the remaining fingers closed over the bar. 
 Place the head of the gauge against the straight- 
 eflge, the bar resting on the board, so that the spur 
 will just touch the surface. Move the gauge to the 
 initial point of the line and then push it forward, 
 turning the gauge so that it will mark the line 
 called for. 
 
 sixth lesson. 
 Leaen to Draw a Line through a Given Point, 
 AT Right Angles to a Straight Edge of a Block 
 OR Piece of Board. Place the try-square upon the 
 board, the beam pressed against the straight edge, 
 and the blade on the surface. Put the marking- 
 tool upon the given point; and move the try-square 
 so that the blade will touch it, but not cover it. 
 Then draw the marking-tool along the edge of the 
 blade across the board, holding it in the same direc- 
 tion the entire distance. If the straight edge is on 
 the opposite side of the board, put the gauge on that 
 side and adjust it, and then draw the line as before. 
 
 seventh lesson. 
 Learn to Draw a Curve on the Surface of a 
 Board. (The curve will be part of the circumference 
 of a circle.) At a point chosen for the center, fasten 
 the end of a line by means of a loop and an awl. 
 At a given distance from the center grasp the line 
 and marking-tool together, holding them firmly with 
 the point of the tool on the surface of the board. 
 Then with the line drawn tightly naove the point on 
 the board. It will describe the curve required. 
 
 14 
 
210 INDUSTRIAL EDUCATION: 
 
 SA WING. 
 The Tools. The name of the implement used in 
 sawing is the saw. There are a variety of tools of 
 this kind. They are divided first into circular and 
 straight saws. The former are called circular, band, 
 and scroll saws. They are generally run by steam, 
 water, horse, or foot power. The latter are named 
 the cross-cut and the hand saws. The cross-cut is a 
 large saw with a handle at each end, and run by 
 two men at the same time. The hand saws are 
 named the cutting-off saw, the rip saw, and the back - 
 saw. A pair of saw-horses will be required for the 
 following lessons, to accompany each work-bench, 
 also a bench hook and a miter box. The object of 
 this chapter will be to illustrate the use of the hand 
 saws. 
 
 Material. The lumber used in the lessons for 
 drawing lines and laying off distances will be suffi- 
 cient for the following lessons. The lines already 
 drawn may be followed or new ones made. 
 
 first lesson. 
 Learn to Cut off the End of a Piece op Board 
 AT Right Angles to the Straight Edge. Lay the 
 board upon the two horses, and draw a line through 
 the point at which the board is to be cut off. (See 
 Chap. IL, Lesson 6.) Take the cut-off saw in the 
 right hand, extending the forefinger along the handle 
 and closing the other fingers through the opening. 
 This grasp will help to hold the saw steady in the 
 hand. At the line on the straight edge, place the 
 saw at about the middle of the cutting edge. Take 
 
THE SAW. 211 
 
 hold of the straight edge of the board with the left 
 hand, resting the thumb nail gently against the 
 blade of the saw. Now draw the saw lightly 
 toward the shoulder, then reverse the motion and 
 continue to move the saw back and forth. 
 
 Care must be taken not to tear the edge in starting 
 the saw. Keep the saw close to the line but not en- 
 tirely effacing it. To determine whether the saw is 
 running at right angles with the face of the board, 
 place the back of the beam of the square on the 
 face of the board, the arm extending upward. Shove 
 the square against the blade of the saw and if it is 
 cutting square with one face the arm will touch the 
 saw its full length. 
 
 When the saw has cut nearly through, place the 
 left knee upon the board to hold it steady and with 
 the left hand grasp the edge both sides of the cut or 
 kerf. The strokes of the saw should now be short, 
 light, and quick to the finish. In this way the piece 
 will be completely severed without slivering or 
 splintering the edge. 
 
 second lesson. 
 
 Learn to Cut a Strip from a Board Length- 
 wise, ON A Line Drawn for that Purpose. Lay 
 the board on the horses and draw the line, using the 
 square, the pole, or the chalk and line, as the length 
 may require. Place the knee upon the board to keep 
 it in position. Take the rip saw in the right hand, 
 and the end of the board in the left; then start the 
 saw as directed in Lesson I. Follow the line closely 
 but not entirely effacing it. 
 
212 INDUSTRIAL EDUCATION. 
 
 If the saw should bind in the kerf, as it sometimes 
 does in sawing on a long line, insert a wooden wedge 
 or a scratch-awl to keep the sides apart. 
 
 After sawing to near the first horse draw the board 
 backward so as to bring the saw between the horses; 
 and if the cut is to be very long, it may be neces- 
 sary to move the board and finish behind the second 
 horse. 
 
 third lesson. 
 
 Leaen to Cut off a Piece of Board or Block 
 OF Wood with the Back Saw and Bench Hook. 
 The bench hook consists of a strip of board eight to 
 twelve inches in length, with a square block at- 
 tached to the under side of one end and the upper 
 side at the other. 
 
 Place it upon the bench, with the block on the 
 lower side against the front side of the bench ex- 
 tending toward the opposite side. Against the hook 
 at the other put the piece of board or block of 
 wood with the line at which it is to be cut off just at 
 the right. With the left hand hold the wood firmly 
 in position, and start the saw nearly as directed in 
 Lesson I. 
 
 As the saw will rest on the wood it must be started 
 with care, running it very lightly and cutting the 
 kerf vertically. 
 
 fourth lesson. 
 
 Learn, to Cut off a Piece of Board or Block 
 OP Wood with the Back Saw and the Miter 
 Box. The miter box is made of a board one inch in 
 thickness and one or two feet long with side pieces 
 
THS PLANS. 213 
 
 rising to the width of the saw used with it. Square 
 across the box kerfs are cut to the surface of the bot- 
 tom. They may also be cut at any angle across the 
 box. In the box place the board or block to be cut 
 off with the line at which it is to be cut exactly in 
 line with the saw cuts. Hold the board or block firm 
 in its place with the left hand, and with the right 
 place the saw in the cuts, drawing it back and forth 
 lightly until the object is cut through. At this point 
 the saw will cease cutting and run resting on the 
 back, upon the sides of the box. 
 
 fifth lesson. 
 Learn to Cut Off a Piece of Board or Block 
 OP Wood at any Angle with the Back-saw and 
 Miter Box. The saw cuts must first be made in the 
 miter box, at the angle desired. The work of cut- 
 ting off the object is conducted the same as in Les- 
 son IV., using the saw cuts making the angle indi- 
 cated. 
 
 PLANING. 
 The Tools. These are the plane, which is called 
 by different names, the principal ones being the jack- 
 plane, the smoothing-plane, and the jointer. The 
 jack-plane is used to reduce the rough surface of 
 a board. It is usually fifteen to eighteen inches in 
 length. It is followed by the smoothing-plane, which 
 still further reduces the surface. It leaves the sur- 
 face quite even and smooth and ready to be used or 
 worked up. It is eight to ten inches long. When 
 the edges of two boards or other material are to be 
 put together, or when put to other uses it is often 
 
214 ■ INDUSTRIAL EDUCATION. 
 
 ^^^-Xk — 
 
 r/grMs. 
 
 
 
 rig.M9. 
 
 ... . 
 
THE PLANE. 215 
 
 necessary that the edges should be very straight. 
 To accomplish this work is the oflBce of the jointer. 
 We have the short, the medium, and the long joint- 
 ers. They are twenty to twenty-five inches long. 
 
 The Parts of the Plane. The body of the 
 plane is called the stock (a); the bottom, the sole 
 (6); the front end, the toe (c); the hind end, the heel 
 (d); the cutting blade, the plane-iron (e) — (which 
 sometimes has an iron cap, fastened to it with a 
 screw) ; the chip of wood, which fastens the iron in 
 the plane (/); and the handle (g). The opening in 
 the stock for receiving the iron is called the throat 
 (h). (Figs. 346-347, p. 214). An oil-stone will be re- 
 quired for the lessons in this chapter. 
 
 Material. Supply each member of the class 
 with two pine (or other soft wood) boards, six feet 
 long, six inches to eight inches wide and one inch 
 to seven-eighths of an inch thick. For the purposes 
 of planing, the lumber should be free from knots, 
 and otherwise of good quality. It will be well also 
 to give the pupil a piece of hard wood (ash, oak or 
 chestnut) to reduce with the plane. , Pieces left 
 from other lessons can generally be utilized to ad- 
 vantage. 
 
 first lesson. 
 Learn to Remove the Plane-iron from the 
 Stock. Take the plane in the left hand with the 
 fingers clasping the under side and the thumb in the 
 throat pressing lightly against the chip. Strike a 
 few light blows upon the toe of the stock, to loosen the 
 chip and the iron. Remove them from the throat, 
 and place them on the bench, together with the stock. 
 
216 INDUSTRIAL EDUCATION. 
 
 SECOND LESSON. 
 
 Leakn to Sharpen the Plane-ibon. Place an 
 oil-stone upon the bench in convenient position. 
 Remove the cap from the plane-iron if it has one. 
 Take the plane-iron in the right hand, with the 
 thumb on one edge, the third and fourth fingers 
 closed over the other edge, and the first and second 
 fingers extended on the upper side. Place the angular 
 surface of the iron on the oil-stone and rub it over 
 the surface. To assist in moving the iron over the 
 stone, put the fingers of the left hand on the upper 
 surface and the thumb against the opposite side. 
 This will steady the movement and strengthen the 
 pressure. Great care must be taken to keep the 
 angle of the iron with the stone constantly the same, 
 which is about thirty-five degrees, otherwise the 
 angular surface will be oval or irregular, and the 
 bit of the iron will not be sharp. If the bit becomes 
 wire-edged, turn the iron over flat upon the stone, 
 and rub it back and forth a few times. This will 
 remove the wire edge. 
 
 THIRD LESSON. 
 
 Learn to Replace the Iron in the Stock. Take 
 the stock in the left hand with the fingers clasped 
 under the sole, the second finger being over the 
 mouth and the thumb in the throat. Fasten the 
 cap to the iron if it has one. Insert the iron so that 
 the bit or cutting edge will barely touch the second 
 finger over the mouth. Over the iron replace the 
 chip and then drive it so as to hold the iron firmly 
 in its place. 
 
the plane. 217 
 
 fourth lesson. 
 Learn to Adjust the Plane-iron so that it 
 WILL CUT A Shaving of the same Thickness the 
 Entire Width. With the iron replaced take the 
 plane in the left hand with the toe toward the eye 
 so as to sight lengthwise over the sole. If the iron 
 projects evenly beyond the sole, the shaving will be 
 of the same thickness the entire width. To make it 
 project evenly, strike a light blow with the hammer 
 on the side with the greater projection. Continue 
 sighting and striking light blows until the bit or 
 cutting edge of the iron projects evenly through the 
 sole. Then tighten the chip. 
 
 fifth lesson. 
 Learn to Adjust the Plane-ieon for Cutting 
 A thick or thin Shaving. Take the plane in the 
 hand as in Lesson IV., and sight lengthwise of the 
 plane. If the bit does not project far enough, strike 
 light blows with the hammer on the end of the iron 
 until it does. If it projects too much, strike light 
 blows upon the top of the toe until the bit is with- 
 drawn to the right position. After each adjust- 
 ment tighten the chip. Also test the adjustment by 
 trying the plane on a board, and readjust until the 
 desired thickness of shaving is received. 
 
 sixth lesson. 
 
 Learn to Remove the Roughness from the 
 
 Surface of a Board with the Jack-plane. Lay 
 
 the board on the bench, pressing the forward end 
 
 sharply against the bench-dog to hold it in position. 
 
218 INDUSTRIAL EDUCATION. 
 
 Take the handle of the plane firmly in the right 
 hand. (The forefinger is usually extended so as to 
 touch the iron.) Stand with the right side to the 
 bench, at the rear end of the board, and the left foot 
 advanced twelve to eighteen inches. Turn the 
 shoulders toward the bench, and take the forward 
 part of the stock in the left hand with palm down, 
 the thumb on the left side and the fingers on the 
 right side. Place the sole of the plane on the board 
 with the iron just back of the end. Press down 
 with the left hand so as to keep the sole of the plane 
 flat on the surface of the board. Now push steadily 
 and strongly with the right hand. Near the end of 
 the stroke drop the left hand to the side and finish 
 it with the right hand. As the stroke is finished, 
 tip the plane upon the left hand edge of the sole 
 and return it to near the place of beginning. This 
 will prevent dulling the iron. Eepeat the strokes 
 until the entire surface has been gone over, advanc- 
 ing the length of a stroke at a time, if the board is 
 too long for one stroke. 
 
 seventh lesson. 
 Learn to Keep the Board of the Same Thick- 
 ness Throughout the Entire Surface while 
 Planing it. This must be done by keeping the 
 sole of the plane flat upon the surface of the board. 
 When planing near either edge, be careful not to 
 allow the plane to tip over the side, nor permit it to 
 run too much off the surface, as it will then be more 
 liable to tip. When the plane is at the rear end of 
 the board press heavily with the left hand, and 
 when near the forward end, press heavily with the 
 right hand, to keep it from tipping endwise. 
 
tse plane. 219 
 
 eighth lesson. 
 Learn to Test the Evenness or Flatness of a 
 Plane Surface. Place the plane on the board so 
 that one edge of the sole will rest on the surface 
 and look between the surface and the edge. If it 
 touch the entire length of the plane the surface is 
 even. Move the plane about, over the surface, also 
 sight in different directions, over the surface. A 
 rule with a straight edge or a square may be used 
 instead of the plane. (Fig. 348, p. 314.) 
 
 ninth lesson. 
 
 Learn to Use the Smoothing-plane to Improve 
 THE Surface as left by the Jack-plane. Grasp 
 the smoothing-plane (which has no handle) by the 
 heel with the right hand, the thumb on the left side 
 and the fingers on the right. The palm will then 
 press against the upper part of the heel. Clasp the 
 left hand over the toe, the thumb and first two fingers 
 on the upper side and the other two over the end. 
 Make shorter strokes than with the jack-plane, hold- 
 ing the plane with both hands, in making the stroke 
 and returning the plane. Go over the entire sur- 
 face of the board. Test the evenness of the surface 
 as directed in Lesson VIII. 
 
 TENTH LfiSSON. 
 
 Learn to make the Surface op a Board 
 Smooth and Even with the Jointer. The plane- 
 iron should be made very sharp, and set so as to cut 
 a very thin shaving, and of the same thickness the 
 entire width. Grasp the plane in the same way and 
 
220 INDUSTRIAL EDUCATION. 
 
 make the strokes in the same manner as with the 
 jack-plane. Go over the surface carefully, remov- 
 ing all ridges and uneven places. Test the condi- 
 tion of the surface as directed in Lesson VIII. 
 
 eleventh lesson. 
 Leaen to Straighten the Edge op a Board 
 WITH THE Jointer. Fasten one end of the board 
 in the bench-vise, the other end resting on a bench- 
 pin. The edge to be straightened should of course 
 be uppermost. Start the stroke at the rear end of 
 the board and continue it through to the other end. 
 Continue the strokes until a shaving is cut the 
 whole length of the board. Make tests with the try- 
 square to see if the edge is at right angles to the 
 surface. This is done by placing the beam of the 
 try-square against a planed surface of the board, 
 the blade resting on the edge. Move the square 
 along the board, and if the blade touches the edge 
 the entire width the object is secured. 
 
 USE OF THE HAMMER, SA W, PLANE, AND 
 MARKING TOOLS. 
 
 Tools. The screw-driver should be added to the 
 tools already used. 
 
 Material. Each member of the class should be 
 supplied with a soft wood plank, eight feet long, six 
 inches wide, and one and one-half inch thick, a 
 soft wood board, ten feet long, ten inches wide, and 
 one inch thick, and another of the same dimensions, 
 but one-half inch thick, also three or four sizes of 
 
USE OF WORKING TOOLS. 221 
 
 nails, one-quarter pound of each size, and a few 
 pairs of brass hinges and screws for them. In ordi- 
 nary material it is not necessary to be exact, as 
 whatever is left over can be utilized in lessons to be 
 given afterward. 
 
 FIRST LESSON. 
 
 Cut with the saw from a clear pine board, planed 
 on both sides, one inch or seven-eighths inch thick, 
 two pieces four inches by six inches. Note: As 
 these pieces are to serve as the sides of a box, an 
 allowance of one-eighth inch must be made for plan- 
 ing the edges. 
 
 SECOND LESSON. 
 
 Cut in the same manner from the same or a simi- 
 lar piece of board, two pieces, four inches by four 
 inches. Note: As these pieces are to be the ends of 
 the box, the same allowance must be made for plan- 
 ing the edges. When exact working measurements 
 are given, this allowance should always be made. 
 
 THIRD LESSON. 
 
 Cut from the same or a similar piece of board, a 
 piece four inches by six inches. Note: As this 
 piece is to serve as the bottom of the box, allowance 
 must be made in cutting it for the thickness of the 
 two sides. 
 
 FOURTH LESSON. 
 
 Construct the box by nailing the five pieces to- 
 gether. Note: First start three No. 6 nails at each 
 end of one of the side pieces. Place upright the two 
 
222 INDUSTRIAL EDUCATION. 
 
 end pieces, then rest the side piece on them, fitting 
 one end of it to one of the end pieces, and drive the 
 nails. Fit the pieces and drive the nails at the 
 other end. Turn it over and nail on the other side. 
 Finally nail the bottom in place. 
 
 FIFTH LESSON. 
 
 From the same or a similar piece of board, con- 
 struct a box the inside measurement of which shall 
 be four inches by four inches by eight inches. Note : 
 In cutting the pieces be careful to make all due 
 allowances. 
 
 SIXTH LESSON. 
 
 From a board three-eighths or one-half inch in 
 thickness make a box of the same inside measure- 
 ment as given in Lesson V., with a cover and hinges, 
 using sandpaper to finish. 
 
 SEVENTH LESSON. 
 
 From a piece of pine or cucumber (whitewood), 
 one and one-half or two inches thick, make two pen- 
 handy-blocks eight inches long by two inches in 
 width. Bevel the upper corners of the sides and 
 ends. With a one-quarter inch bit bore two rows 
 of seven holes each, one inch deep, the rows one-half 
 inch from the edges of the block. It will then be 
 ready for use. 
 
 EIGHTH LESSON. 
 
 Make a working drawing for a book-holder, the 
 base to be sixteen inches long and eight inches wide; 
 the ends to be eight inches wide and six inches high. 
 
USE OF WORKING TOOLS. 223 
 
 Scale one-quarter inch for one inch. (Fig. 349, page 
 314.) Note: Tack a piece of drawing paper smoothly 
 to a drawing board. The board should be at least 
 eighteen inches square and one-half or three-eighths 
 inch thick, and the paper should nearly cover the 
 whole of the upper surface; at least large enough for 
 the drawing. 
 
 With a rule or square draw a line with the pencil, 
 four inches long. At each end draw a perpendicular 
 line two inches long. Connect the upper ends of 
 these lines. Near this figure draw another two 
 inches by one and one-half inch. These figures 
 will represent the parts. 
 
 NINTH LESSON. 
 
 From a board of pine or other soft wood one-half 
 inch thick, cut with the saw, the base and the two 
 end pieces for a book -holder, on the scale indicated 
 in Lesson VIIL Plane the edges and smooth the ends 
 with sandpaper; and then put the parts together 
 with brass hinges, set into the wood, and the end 
 pieces resting on the ends of the base. 
 
 TENTH LESSON. 
 
 Make a working drawing of a saw-horse, to be two 
 feet six inches long, six inches wide, and about 
 twenty inches high; the legs to be six inches wide. 
 Scale one-quarter inch for one inch. Note: The 
 drawing will consist of two figures, one seven and 
 one-half inches by one and one-half inch for the 
 top board, and one five and one-half inches by one 
 and one-half inch for the legs. 
 
224 INDUSTRIAL EDUCATION. 
 
 ELEVENTH LESSON. 
 
 Froni a plank of planed pine or other soft wood 
 one and one-half inch thick, cut with the saw the 
 top board, and from a board one inch thick cut the 
 four legs as indicated in Lesson X. 
 
 TWELFTH LESSON. 
 
 With the material as prepared in Lesson XI., con- 
 struct the saw-horse. Plane the edges and the ends 
 of the top board and the legs. Make the sockets in 
 the top board for the legs four inches from the ends. 
 As the legs should slope out a little, the cut in the 
 lower side must be at least one-eighth of an inch 
 less than on the upper side. Nail the legs firmly in 
 place; bevel the lower ends to make them fit evenly 
 and firmly on the floor; and with a plane or saw 
 make the upper ends even with the top board. To 
 keep the legs from spreading apart fit a piece of 
 board six inches wide across the legs under the top 
 board and nail it firmly in place. Note: In planing 
 across the grain never plane to the end at first, as it 
 would chip the corners and spoil the piece. To avoid 
 this keep reversing the piece, planing in one direc- 
 tion and then in the other. 
 
 THIRTEENTH LESSON. 
 
 Make a working drawing of the parts of a small 
 wash-bench. Scale one-quarter inch to one inch. 
 The parts are: a top piece twelve inches by eight- 
 een inches; the two ends, each nine inches by seven- 
 teen inches. A support across the back two inches 
 by fifteen and one-half inches; and a drawer four 
 inches by six inches by nine inches. 
 
BORING. 225 
 
 FOURTEENTH LESSON. 
 
 With the same scale as in Lesson XII., draw a 
 front elevation of the wash-bench, showing the posi- 
 tion of the drawer, and also of the support. 
 
 FIFTEENTH LESSON. 
 
 Cut with the saw from a board of pine or other soft 
 wood one inch thick, the parts of the wash-bench, 
 using one-half inch material for the drawer. 
 
 SIXTEENTH LESSON. 
 
 With the material as prepared in Lesson XV., con- 
 struct a wash-bench, and finish it with sandpaper. 
 Note: The drawer should be placed under the top 
 board at the right, and rest on projecting edges, 
 one nailed to the end board for the bottom to rest 
 on, and the other to the under side of the top board. 
 They must be fitted so that the drawer will run 
 smoothly and closely. 
 
 OTHER LESSONS. 
 
 If the circumstances are favorable, each member 
 of the class may now be permitted to make any arti- 
 cle at will (one or more), provided it is suited to his 
 capacity and warranted by his experience with the 
 tools already in use. 
 
 BORING. 
 
 The Tools. The instruments used in boring are 
 the boring-machine, the common auger, and the 
 brace-bits. The boring-machine is used in boring 
 
 15 
 
226 INDUSTRIAL EDUCATION. 
 
 holes in large timber for building and other pur- 
 poses. The common auger is used for boring holes 
 one inch in diameter and larger, and generally in 
 framing heavy timbers. For boring holes an inch 
 or less in diameter, the brace-bit is the instrument 
 now universally employed. There are several kinds 
 of bits, viz.: the auger bit, with the auger point, 
 varies in size' by four-sixteenth inch, from four- 
 sixteenth inch to sixteen-sixteenth inch; the gimlet- 
 bit, with the gimlet point, used in boring holes less 
 in size than one-quarter inch; and the drill bit, with 
 the drill point, used in boring in hard wood, and 
 usually of sizes less than one-quarter inch. The 
 brace, or bit stock, a curved instrument of iron or 
 wood for holding and turning the bits. 
 
 Materials. Supply each member of the class 
 with two or three blocks of soft wood one foot by 
 six inches by one-half inch or two inches, also sev- 
 eral pieces of board one foot by ten inches by one 
 inch. These pieces can usually be found among the 
 remnants of the material already used. 
 
 FIRST LESSON. 
 
 Learn to bore perpendicular holes with the gimlet- 
 bits. Place a board of soft wood an inch or less in 
 thickness upon the horses. Fasten one of the larger 
 gimlet-bits in the bit-stock. Take the head of the 
 bit-stock in the left hand, closing it over the head; 
 place the bit-stock upright, the point of the gimlet 
 resting on the board. Lean lightly on the left hand, 
 and with the right hand turn the curve of the brace; 
 the gimlet will penetrate the wood. To withdraw 
 the gimlet reverse the motion of the brace. The 
 
BORING. 227 
 
 direction and straightness of the hole will depend 
 upon the holding of the head of the bit-stock in the 
 left hand. It must be held true and steady. Bore 
 several holes. 
 
 SECOND LESSON. 
 
 Learn to bore horizontal holes with the gimlet- 
 bits. Fasten a piece of board an inch or less in 
 thickness in the bench- vise so that it will be above 
 the bench several inches. Take the brace with the 
 bit attached, as before directed; place the point of 
 the gimlet against the board, and pressing lightly 
 turn the curve of the brace. In this way bore sev- 
 eral holes, taking care to hold the bit-stock steady 
 and true. 
 
 THIRD LESSON. 
 
 Learn to bore holes one inch in diameter, one inch 
 deep in a pine or other soft wood block. Lay the 
 block on the bench or horses; draw a line along the 
 center of one of the surfaces, and mark points on 
 this line at intervals of one and one-eighth inch. 
 Then fasten the block in the bench- vise, or on one of 
 the horses by means of a wooden hand-screw, and 
 bore the holes, with the inch auger-bit, to the re- 
 quired depth, using the inarked points as a center 
 for each hole. 
 
 FOURTH LESSON. 
 
 Learn to bore holes entirely through a block. 
 Prepare the block as directed in Lesson III. , and bore 
 until the point of the bit goes through the block, 
 
228 INDUSTRIAL EDUCATION. 
 
 then turn the block over and complete the hole from 
 the other side, or fasten the block to another, and 
 bore through into the lower block. The object in 
 turning the block or boring into another board or 
 block, is to keep the bit from breaking up the sur- 
 face around the opening where the bit goes through. 
 
 FIFTH LESSON. 
 
 Learn to bore a hole in or through the center of a 
 square or oblong block. Draw diagonal lines across 
 the surface in which the hole is to be made. Place 
 the point of the bit at the crossing of the lines and 
 bore the hole in or through as required. 
 
 SIXTH LESSON. 
 
 Learn to bore a hole through a block lengthwise 
 of the grain. Find the center of each end by draw- 
 ing diagonal lines, also draw a line along the center 
 of two of the adjacent surfaces. Bore from one end 
 about half way through the block and turn it and 
 bore from the other end to finish the hole, or bore 
 entirely through from one end. Sight frequently 
 along the center lines, to see if the bit is running 
 parallel with them. 
 
 SEVENTH LESSON. 
 
 Learn to sharpen the bits. This is usually done 
 with fine flat and round files; sometimes a small 
 whetstone is used to complete the work. 
 
CHISELING. 229 
 
 CHISELING. AND THE MORTISE AND TENON 
 JOINT. 
 
 The Tools. The chisels are instruments made 
 of steel and iron, sharpened to a cutting edge at one 
 end, and having a handle, usually of wood at the 
 other. They are classed under two names, viz.: — 
 the firmer and the framing chisel. The firmer 
 chisel is smaller and lighter than the framing 
 chisel. The cutting edge of the smallest is one- 
 eighth inch wide, the sizes increasing by sixteenths, 
 eighths, and fourths, to two inches. These chisels 
 may have either the tang or the socket handle. The 
 framing chisels vary in the width of the cutting 
 edge from one-half inch to two and one-half inches 
 by eighths and fourths. They are strongly made 
 and generally have the socket handle. They are 
 always driven with the wooden mallet. In cutting 
 hard wood and sometimes deep holes in soft wood, 
 the firmer chisels are driven with the wooden mal- 
 let. 
 
 The process of sharpening the chisel either on the 
 grindstone or the oilstone does not differ materially 
 from that in sharpening the plane-iron. Care must 
 be taken to keep the bevel straight and even. After 
 using the grindstone, finish with the oil stone. 
 
 Material. Each member of the class should be 
 supplied with about three blocks of pine or other 
 soft wood two feet long and two inches square, 
 which can be cut into suitable lengths. If two-inch 
 blocks cannot be readily obtained, one and one-half 
 inch or even one inch will serve a very good pur- 
 pose. The pupil may also use blocks of hard wood 
 (ash or chestnut) for this kind of work. 
 
230 INDUSTRIAL EDUCATION. 
 
 FIRST LESSON. 
 
 Remove from one end of a piece of pine or other 
 soft wood a section one-half the size of the stick 
 and two inches long. Take a block of pine or other 
 soft wood two inches square and ten inches long. 
 The sides should be planed and the ends square. 
 Mark one side (the smoothest and best) with a cross 
 (X) to distinguish it as the flush or outside face. 
 Lay the block on the bench, the flush side down, 
 and from the end at the right lay off two inches, 
 and mark across with the try-square. Turn the 
 block one quarter over each way and with the spur 
 of the gauge set one inch from the head draw lines 
 two or more inches long; also across the end. With 
 the try-square draw lines from the line on the upper 
 face to these two lines. Now place the block against 
 the bench-hook, and with a fine-toothed back saw 
 cut on the first line made down to the gauge marks. 
 Then fasten the block upright in the bench- vise and 
 with a chisel and mallet chip off pieces of the part 
 to be removed until near the lines, and pare to the 
 lines with a smoothing chisel. Or with a fine- 
 toothed ripping saw cut close to the gauge marks 
 until the part to be removed is free. Smooth the 
 surface if necessary with a smoothing chisel. (Fig. 
 350, p. 337.) 
 
 SECOND LESSON. 
 
 From the other end of the block remove a section 
 two inches long and one-half inch thick. Set the 
 spur of the gauge one-half inch from the head and 
 then proceed precisely as directed in Lesson I. 
 (Fig. 351.) 
 
CmsELtNG. 231 
 
 THIRD LESSON. 
 
 Eemove from the middle of the same block a sec- 
 tion two inches long and one inch thick. With a 
 rule or square mark the middle of the block. Also 
 mark points one inch each way (to the right and 
 left) from the middle point. With the try-square 
 draw lines across the block at these latter points. 
 Set the spur of the gauge one inch from the head 
 and mark each side of the block with it. Extend 
 the lines on the upper side to the gauge marks, saw 
 across on each line to the gauge marks. Turn the 
 block one-quarter over and split out with a chisel or 
 mallet the part to be removed and finish with a 
 paring chisel. (Fig. 352, page 237.) 
 
 FOURTH LESSON. 
 
 From one end of a pine or other soft wood block 
 two inches square and ten inches long, remove a 
 triangular section the width of the block, two inches 
 long and one inch thick. Mark and place the block 
 on the bench as directed in Lesson I. On the oppo- 
 site edge of the upper side lay off two inches and 
 with the rule or square draw a diagonal line to the 
 corner opposite. With the spur of the gauge set at 
 one inch mark the side and end of the block. With 
 a fine-toothed back saw, cut and remove the section 
 as directed in Lesson I. (Fig. 353.) 
 
 FIFTH LESSON. 
 
 From the other end of the same block remove two 
 triangular sections one-half the width of the block, 
 one inch long and one inch thick; the sections to be 
 
232 INDUSTRIAL EDUCATION: 
 
 taken from the opposite sides on the upper surface. 
 With the spur of the gauge set one inch from the 
 head, mark across the end and a little more than 
 one inch on each side. With the gauge still set at 
 one inch, mark lines from the gauge mark on the 
 end and sides to the upper surface. Cut and remove 
 the sections as directed in Lesson IV. (Fig. 354, 
 page 237.) 
 
 SIXTH LESSON. 
 
 Fit together two blocks of equal size by halving 
 them at the end. Note: Remember that the size of 
 the sections to be removed will depend upon the 
 size of the blocks. If the blocks are not square at 
 the ends, the sections to be removed must be one- 
 half the length, width, and depth of the ends of the 
 blocks, making careful measurements of the lines. 
 (Fig. 355.) 
 
 SEVENTH LESSON. 
 
 Make an open mortise and tenon joint with two 
 blocks of pine or other soft wood of the same size. 
 Mark the flush surfaces of one of the blocks with a 
 cross and the other with two crosses. Place the 
 block with one cross for the tenon on the bench with 
 the marked side opposite. Remove from the upper 
 surface at the end a section one-third the thickness 
 of the block, and the length equal to the width. 
 Turn the block one-half over and remove a section 
 of the same size. When properly finished this will 
 constitute the tenon. The superfluous wood may be 
 removed with the chisel, or with a sharp fine- 
 toothed rip saw, completing the work with a paring 
 chisel. 
 
OBlSELim. 233 
 
 Now take the second block in hand. Divide the 
 end for the mortise into three sections in the same 
 way as though a tenon were to be made. To do 
 this, lay off and mark the length of the mortise, and 
 with the gauge mark the sections on the end and 
 sides of the block. The middle section removed 
 will form the open mortise. Place the block upright 
 in the bench- vise. With a fine-toothed ripping saw, 
 cut close to the gauge marks to near the end of the 
 mortise. With a bit a little less in diameter than 
 the width of the mortise bore a hole entirely through 
 the block very near the end of the mortise. Com- 
 plete the mortise with a paring chisel. 
 
 The superfluous wood may be removed by boring 
 several holes entirely through the block, and then 
 with a chisel and mallet cutting out what is left, 
 and finishing the mortise with a paring chisel. It 
 may also be done entirely with the chisel and 
 mallet, by chipping from the open end small pieces, 
 keeping the sides cut below the chips. Keep within 
 the gauge marks and finish the mortise with a sharp 
 paring chisel. The completed work is represented 
 in Fig. 356, page 337. 
 
 EIGHTH LESSON. 
 
 With two blocks of pine or other soft wood of the 
 same size, make a double open mortise and tenon 
 joint. The other ends of the blocks used in Lesson 
 VIII. may be taken if suitable. Mark the blocks as 
 before. Determine the depth of the mortise and 
 tenon, which must be equal to the width of the 
 blocks. At this distance from the end, with a try- 
 square and knife mark entirely around the blocks. 
 With the gauge or some other marking tools divide 
 
234 INDVSTRiA, EDUCATION. 
 
 the ends of the blocks into five equal sections. For 
 the tenons remove the first, third, and fifth sections. 
 For the mortises remove the .second and fourth sec- 
 tions. This must be done with the ripping saw, 
 the bit, and the chisel, as directed in the previous 
 lessons. The completed work is represented in 
 Fig. 357, page 237. Note: In making this joint great 
 care must be taken to make accurate measurements 
 and to work exactly to the lines. 
 
 NINTH LESSON. 
 
 Make a plain mortise and tenon joint with two 
 blocks of pine or other soft wood, of the same size. 
 Select and prepare the blocks, marking the flush 
 surface of one with a light cross and the other with 
 two. Place the one for the mortise on the bench 
 with the flush surface down. On the upper surface 
 of this block, place the other in an upright position 
 and square with it. It will completely cover a sec- 
 tion of the prone block. Carefully mark the points 
 where the corners of the upright block meet the 
 edges of the prone block and with the try-square 
 draw two lines square across the block connecting 
 these points. Divide the part enclosed by two lines 
 into three equal sections lengthwise of the grain or 
 block. To remove the middle section place the 
 block upright in the bench-vise, and with a bit a 
 little less in diameter than the width of the section, 
 bore several holes just touching each other straight 
 through the block the full length of the section. 
 The superfluous wood left must be removed with 
 the chisel and mallet and finished with a paring 
 chisel. This is the mortise. 
 
CBtSELING. 235 
 
 The tenon is made by dividing the end of the 
 other block into three equal sections and removing 
 the two outer ones. The length of these sections 
 must be equal to the width of the other block. In 
 Fig. 358, page 337, this joint is represented. Note: 
 Do not forget to measure accurately and work care- 
 fully to the line. 
 
 TENTH LESSON. 
 
 Make a blind mortise and tenon joint, with two 
 blocks of pine or other soft wood and of equal size. 
 This joint is measured and made precisely as di- 
 rected in Lesson IX. , with the exception that the mor- 
 tise extends only about half through the block, and 
 the tenon is of the same length. Having made the 
 measurements for the mortise, fasten it upright in 
 the bench-vise, and bore the holes only about half 
 through the block. With a chisel and mallet re- 
 move the remaining superfluous wood and finish 
 with a paring chisel. The length of the tenon must 
 be made to correspond with the depth of the mor- 
 tise. This joint is represented in Fig. 359. 
 
 MITER JOINT, DOWEL JOINT, AND DOVE- 
 TAIL JOINT. 
 The lessons which follow are given for two pur- 
 poses, viz.: first to show the necessity of making 
 exact measurements and the correct use of tools, and 
 second, that the pupil may learn how to make three 
 very important joints in joinery and cabinet-mak- 
 ing. The learner has now had sufficient experience 
 to be able to exercise good taste and accurate judg- 
 
236 INDUSTRIAL EDVCATIOif. 
 
 ment upon any work given him to do. He should 
 constantly bear in mind that he m.ust clearly under- 
 stand what is to be done, make all the measurements 
 with exactness, and work to all lines with due pre- 
 cision. Every failure should also impress upon his 
 mind the necessity of one more trial. But repeated 
 efforts are of small moment unless the cause or 
 causes of failure are quite clearly understood. 
 
 THE MITER JOINT. 
 
 Tools. No additional tool will be needed in this 
 work except the protractor. 
 
 Material. The miter joint may be made alto- 
 gether with boards one inch thick, or with one and 
 one-half inch and two inch blocks. 
 
 Provide each member of the class with two boards, 
 ten feet long, six inches wide, and one inch thick, 
 and several pieces one and one-half inch and two 
 inches thick if convenient. 
 
 FIRST LESSON. 
 
 Make a miter joint, using the miter-box. Take 
 two -pieces of wood of the same size and square 
 at one end, and mark the outside or flush surfaces 
 with a cross (X). Put each piece in the miter-box 
 in turn, in such a position that the flush side at the 
 end will be even with the diagonal kerf on the op- 
 posite side of the miter-box. Cut the piece diag- 
 onally, using a fine-toothed back-saw. The pieces 
 will not be shortened, and the beveled edges placed 
 together will form a miter joint. (Fig. 361, 363, 
 page 345.) 
 
CHISELING. 
 
 237 
 
 L 
 
 Fl'^ JSO 
 
 ^f^^ 
 
 Fi'gi JIS3 
 
 n'^ JS/ 
 
 / V : 
 
 r/^ JS3 
 
 fiy.jsa. 
 
238 INDUSTRIAL EDUCATION. 
 
 SECOND LESSON. 
 
 Make a miter joint without using the miter-box. 
 Mark the two pieces selected as before. Lay off on 
 the side of each, opposite the outside or marked sur- 
 fac~e, a distance equal to their thickness, and draw a 
 line. Also draw lines from the ends of these lines 
 diagonally to the corners on the upper and lower 
 sides of the pieces. With a fine-toothed back-saw 
 cut through on these lines, and the beveled edges 
 will form a miter joint, and the pieces will fit 
 together. 
 
 THIRD LESSON. 
 
 Make a joint from two pieces of board of equal 
 width and thickness, that shall be one-half miter 
 and one-half square. With a rule or square divide 
 the ends of the pieces to be joined into two equal 
 parts, and miter the upper sections of each piece. 
 Remove from the lower section of one of them a 
 part equal in length to the thickness of the boards. 
 If correct measurements are made and the work 
 carefully done, the two pieces will fit closely to- 
 gether. (Fig. 363, page 345.) 
 
 FOURTH LESSON. 
 
 Make a miter joint that shall represent one of the 
 angles of a hexagon. With a half circle or a bevel 
 square, cut a kerf in the miter-box that shall make 
 an angle of thirty degrees with a line directly across 
 the miter-box. (Fig. 360 c.) Take two pieces of 
 equal width and thickness, and miter one end of 
 each in this kerf. They will fit together at an angle 
 
CHISELING. 239 
 
 of one hundred and twenty degrees, the angle re- 
 quired. Note: This joint may be made without 
 using the miter-box, by laying off the angle required 
 on the ends of the boards directly, with a semi-circu- 
 lar protractor. 
 
 FIFTH LESSON. 
 
 Complete the hexagon by joining other pieces to 
 the two already joined. Note: The pupil should be 
 directed to do this work without additional instruc- 
 tion. 
 
 SIXTH LESSON. 
 
 Make a miter joint that shall represent one of the 
 angles of a pentagon. Instead of thirty degrees as 
 in the hexagon, the angle for this joint must be 
 thirty-six degrees. (Fig. 360 d, page 245.) 
 
 SEVENTH LESSON. 
 
 Complete the pentagon by joining other pieces to 
 the two already mitered together. 
 
 EIGHTH LESSON. 
 
 Make a miter joint that shall represent one of the 
 angles of an octagon. The angle for this joint must 
 be twenty-two and one-half degrees from a line di- 
 rectly across the miter-box. (Fig. 360 e.) 
 
 NINTH LESSON. 
 
 Complete the octagon. 
 
240 INDUSTRIAL EDUCATION. 
 
 TENTH LESSON. 
 
 Make a miter joint containing an open mortise 
 and tenon. Select two blocks of ^oft wood of equal 
 size. Mark one for the mortise and the other for the 
 tenon. Draw the lines on both for the miter joint as 
 directed in Lesson I. From the block for the mortise 
 cut the part to be removed with a fine-toothed back- 
 saw. Divide the beveled part of the block into three 
 equal sections, and remove the middle one; this 
 will constitute the mortise. Now take the other 
 block and divide the part to be removed to make the 
 miter joint into three equal sections, and remove the 
 two outside ones, leaving the middle part for the 
 tenon. Note: Use great care in making the meas- 
 urements and in cutting away the superfluous wood. 
 
 ELEVENTH LESSON. 
 
 Make a miter joint and strengthen it with two 
 triangular tongues or strips of hard wood. Take 
 two blocks or pieces of board of equal size, and 
 make the miter joint as heretofore directed. Hold 
 the pieces firmly together, and saw diagonally down- 
 ward an inch or more into the corner of the joint; 
 into this kerf fit a strip of hard wood with glue, also 
 fit another strip lower down, or turn the joint over 
 and then fit in the strip. 
 
 THE DOWEL JOINT. 
 
 Material. The members of the class should be 
 supplied with a few pieces of pine or other soft 
 wood two feet long, one and one-half inch, one inch, 
 
CHISELING. 241 
 
 and one-half inch thick, and six inches wide. The 
 number of pieces will depend upon the number of 
 trials before they succeed in making good joints. 
 
 FIRST LESSON. 
 
 Make a dowel joint using two dowel pins, with 
 two blocks or pieces of board of equal width and 
 thickness. Select two pieces one inch thick, four 
 inches wide, and of any convenient length. Square 
 one end of each and mark the flush surfaces. With 
 a one-fourth inch bit, or less in size, bore two holes 
 through one of the pieces, one-half inch from the 
 end and two inches apart. Place this piece firmly 
 against the end of the other, so as to make a square 
 corner, and extend the holes with the bit into the 
 end of the second piece an inch or more. Prepare 
 and fit the dowel pins into these holes and the 
 dowel joint is complete. If the pins are made of 
 hard wood and fitted with glue the joint will be 
 strong and permanent. (Fig. 364, page 345.) Note: 
 The pupil will notice that the position and number 
 of pins, and the size of the bit, will depend upon 
 the width and thickness of the pieces used. 
 
 SECOND LESSON. 
 
 Make a dowel joint with two pieces of board, one 
 of them one inch and the other one-half inch thick- 
 The thinner piece should, be placed; against the end 
 of the tjiickeis piece. 
 
 THIRD LESSON. 
 
 Make a dowel joint with two pieces of wood one 
 and one-half inch thick, and six inches wide. L.et 
 the pupil refer to the noJte U.nder, Ijgssoii I^ 
 
 1.6. 
 
242 INDUSTRIAL EDUCATION. 
 
 FOURTH LESSON. 
 
 Make a half blind dowel joint with two pieces of 
 board one inch thick and four inches wide. Select 
 the pieces, and mark the flush surfaces. Square 
 one end of each piece. From the inside (or side 
 opposite the flush surface) of the squared end of one 
 of the pieces, remove a part three-fourths the thick- 
 ness and one inch deep, that is, the thickness of the 
 board. Place the squared end of the other piece 
 firmly in the place of the section removed so as to 
 form a square corner, and bore the holes with the 
 bit as directed in Lesson I. Prepare and fit into the 
 holes the dowel pins and the joint will be com- 
 pleted. (Fig. 365, page 245.) 
 
 FIFTH LESSON. 
 
 Make a half blind dowel joint with two pieces of 
 board, one of them one inch and the other one-half 
 inch thick, and six inches wide. Remove as before 
 three-fourths of the end of the' thicker piece to the 
 depth of one-half inch, and complete the joint as 
 directed in Lesson IV. Three pins should be used. 
 
 SIXTH LESSON. 
 
 Make a blind dowel joint with two pieces of board 
 one inch thick and four inches wide. Select and 
 prepare the pieces for the joint as directed in Lesson 
 IV. By careful measurement determine the points 
 at which the holes in both pieces are to be made, and 
 bore from the under side of the one piece and not 
 quite through. When the joint is completed, the 
 pins will be hidden and hence the blind dowel joint. 
 (Fig. 366.) 
 
CHISELING. 243 
 
 SEVENTH LESSON. 
 
 By means of the blind dowel joint attach four 
 wing pieces, one to each side of a square block. 
 Select a block six inches long and one and one-half 
 inch square. Make the wing one-half inch thick 
 and three inches square. By accurate measure- 
 ments determine the points for the holes in both the 
 block and the wings. 
 
 EIGHTH LESSON. 
 
 Make a blind dowel joint having a miter joint at 
 the corner, with two pieces of board one inch thick 
 and four inches wide. Select and prepare the pieces, 
 and mark the flush surfaces. Remove three-fourths 
 of the end of one piece as directed in Lesson IV.; 
 and miter the inside edge of the part not removed. 
 From the squared end of the other piece remove 
 three-fourths by one-fourth inch deep, and miter 
 the part not removed, as with the first piece. By 
 accurate measurements find the places for the pins 
 and bore the holes as directed in Lesson VI. Prepare 
 and fit the pins into the holes and the joint will be 
 complete. (Fig. 367, page 245.) 
 
 THE DOVETAIL JOINT. 
 FIRST LESSON. 
 
 Halve at a corner together with a half dovetail 
 joint, two blocks of wood one and one-half inch 
 square and six inches long. Select the blocks, 
 square one end of each, and mark the flush and 
 upper surfaces. With a saw and paring chisel re- 
 
244 INDUSTRIAL EDUCATION. 
 
 move from the upper surface and squared end of one 
 of them a part one and one-half inch long, one inch 
 deep on the flush surface, and one-half inch on the 
 inside surface. From the under side of the other 
 piece remove a part one and one-half inch long, 
 one inch deep at the base, and one-half inch at the 
 end. The two pieces will now fit together and form 
 the joint. (Fig. 368, page 347.) 
 
 SECOND LESSON. 
 
 Halve together at the center of one of the pieces 
 with a half dovetail joint two blocks of wood, one 
 and one-half inch square and six inches long. 
 Select the blocks, square the ends of both, and mark 
 the flush and upper surfaces. From the center of 
 the upper surface of one of them remove a part 
 three-fourths inch deep, one and one-half inch 
 wide on the flush surface, and one inch wide on the 
 inside surface. From the under side of one end of 
 the other block, remove a part one and one-half 
 inch long and three-fourths inch deep. Make the 
 remaining part or half dovetail of the same size as 
 the mortise, by removing a wedge-shaped piece 
 from the flush surface. (Fig. 369.) 
 
 THIRD LESSON. 
 
 Make a dovetail joint having one tongue, with 
 two pieces of board, one inch thick, two inches 
 wide, and of any convenient length. Select the 
 pieces of board, square one end of each, and mark 
 the flush surfaces. Draw lines across the surfaces 
 of both pieces one inch from the squared ends. At 
 the center pf the squared en(} of one of tbem, mark 
 
CBtSELim. 
 
 246 
 
 
 
 f^'i 
 
 i 
 
246 INDUSTRIAL EDUCATION. 
 
 off a tongue that shall be one-eighth inch on the 
 flush surface, one-half inch on the inside surface, 
 and one inch long. Remove the outside parts, 
 leaving the tongue. At the center of the squared 
 end of the other piece, make a mortise one-half inch 
 wide on the inch line and one-eighth inch at the 
 end. This may be done by measurement, or the 
 tongue may be placed in position and the mortise 
 marked off. (Fig. 370, page 347.) 
 
 Note 1. The outside of the mortise should always 
 be a little less than the measurement, so that the 
 tongue when driven home may fit closely. 
 
 Note 3. The pupil will observe that the length 
 and width of the tongue is equal to the thickness of 
 the board. This will always be the case in the open 
 dovetail joint. 
 
 FOURTH LESSON. 
 
 Make a dovetail joint having two tongues, with 
 two pieces of board one inch thick, four inches 
 wide, and of any convenient length. Select the 
 pieces of board, square one end of each, and mark the 
 flush surfaces. Draw a line across both surfaces of 
 the pieces one inch from the squared end. Measure 
 for the two tongues as directed in Lesson III., and 
 with saw and paring chisel remove the superfluous 
 wood. At corresponding places in the end of the 
 other piece, lay off the mortises for the admission of 
 the tongues, and remove the superfluous wood. The 
 two pieces will now fit together and form the joint. 
 (Fig. 371.) Note: The tongues may be made at will 
 both as to size and position, provided the mortises 
 correspond in all respects with them. 
 
CBISMLim. 
 
 247 
 
 f/^.373. 
 
248 INDUSTRIAL EDUCATION. 
 
 FIFTH LESSON. 
 
 Make a dovetail joint having two tongues and a 
 half tongue, with two pieces of board one inch 
 thick, four inches wide, and of any convenient 
 length. Select the pieces of board, square one end 
 of each, and mark the flush surfaces. Draw the 
 lines one inch from the squared end of each, as be- 
 fore directed. Lay off the half tongue on one edge 
 of one of the pieces, and the two tongues at other 
 points on the end, and remove the superfluous wood. 
 Mark the mortises to receive them on the squared 
 end of the other piece at places to correspond with 
 the tongues and half tongue. Remove the superflu- 
 ous wood and put the two pieces together. 
 
 SIXTH LESSON. 
 
 Make a half blind dovetail joint having two 
 tongues, with two pieces of board one inch thick, 
 three inches wide, and of any convenient length. 
 Select the pieces of board, square one end of each, 
 and mark the flush surfaces. Draw a line three- 
 fourths inch from the end of one of them across both 
 surfaces. On these lines lay off the tongues and 
 remove the superfluous wood. Across the inside 
 surface of the other piece one inch from the squared 
 end draw a line, and another across the end, three- 
 fourths of an inch from the inside surface. With 
 these lines as a guide, make the mortises for the 
 two tongues to correspond in size and position. 
 (Fig. 373, page 247.) Note: The mortises should be 
 made with the chisel and mallet, and flnished with 
 the paring chisel. 
 
cmsELiNQ. 249 
 
 SEVENTH LESSON. 
 
 Make a blind dovetail joint, having two tongues 
 with two pieces of board one inch thick, three inches 
 wide, and of any convenient length. Select the 
 pieces of board, square one ena of each, and mark 
 the flush surfaces. Remove from the inside surface 
 of the squared end of each, a part one-fourth inch in 
 depth, and three-fourths of an inch thick, and miter 
 the inside edge of the parts remaining. On the 
 shoulder of one of the pieces make two tongues 
 three-fourths inch in length and width; and on the 
 other, make the mortises to correspond. The two 
 pieces will fit together and form the blind dovetail 
 joint. (Fig. 373, page 247.) Note: The measure- 
 ments for the miter and the tongues will depend 
 upon the thickness of the boards or blocks. 
 
 PENMANSHIP. 
 
 The work of former grades is continued and re- 
 viewed. Much general practice is given, and copy- 
 books of the higher grades are introduced. 
 
 DRA WING. 
 
 At least one lesson a week should be given with 
 the drawing-book. On the other days a short time 
 for practice should be allowed. The work should be 
 reviews of former work, inventive drawing, free- 
 hand and mechanical drawing, and object draw- 
 ing. 
 
250 INDUSTRIAL EDUCATION. 
 
 GYMNASTICS. 
 
 Exercises in the gymnasium in this grade com- 
 prise marching and free gymnastics; the use of 
 various implements, — wands, bells, clubs, bags, etc. ; 
 also shooting with the air-gun, and other diversions. 
 
PART FIFTH. 
 
 Cbapter IF. 
 
 SUGGES TIONS, LESSONS, AND METHODS 
 
 OF INSTRUCTION IN MANUAL 
 
 TRAINING. 
 
 THE HIGH SCHOOL. 
 
 The Pupils. In the High School the pupils usu- 
 ally average about fifteen or sixteen years of age at 
 the time of entrance. 
 
 Length op Lessons and Amount of Work. The 
 lessons, which should never exceed forty-five min- 
 utes in length, may be engaged in by the pupils of 
 this grade, at such hours, and upon such days, as 
 may be found expedient in connection with other 
 work. Individual requirements and wishes, and the 
 demands of the general program, must, in a great 
 measure, control this matter. To those who en- 
 gage in the occupation of cooking, one day in the 
 week, or at most in two weeks, should be allowed 
 for uninterrupted work in the kitchen. In other 
 employments the suggestions given, under this 
 head, for the Grammar Schools may be followed. 
 
262 
 
 INDUSTRIAL EDUCATION. 
 
 Studies and Occupations. These consist of the 
 various branches commonly pursued in High 
 Schools. It is not deemed necessary to enter into 
 further details in regard to them, at this time. 
 
 The Manual Akts. The following work is sug- 
 gested as appropriate for this grade: — 
 
 For Boys. 
 Drawing and Construc- 
 tion. 
 The Lathe, and its use. 
 Finishing. 
 Printing. 
 Physical Culture. 
 
 For Girls. 
 Cutting and Fitting. 
 Embroidery and Artistic 
 
 Needle-work. 
 Cooking. 
 Printing. 
 Physical Culture. 
 
Cbapter IFIF. 
 
 CUTTING— THE SERVING MACHINE. 
 
 girls' department. 
 
 Cutting. Under the personal direction of the 
 teacher in charge, this useful branch of industry 
 may be taught in the sewing room with good suc- 
 cess. A few good patterns of undergarments and a 
 dozen or more yards of bleached muslin of good 
 quality constitute the necessary supply of ma- 
 terials. 
 
 The work of the first lesson is to learn to cut bias 
 strips of various widths; the next is to cut by draw- 
 ing a thread. The succeeding lessons consist in 
 learning to enlarge and cut patterns of various gar- 
 ments, and in cutting, basting, fitting, and making 
 the garments themselves. The first garment made 
 is an underwaist. Each of the girls may make one 
 of these waists, fitting it to one of her mates, 
 basting and trying on until the instructor pro- 
 nounces the work satisfactory. It is well to have 
 the first garment made by hand; afterward the 
 machine may be called into requisition. No imper- 
 fect or CEBireless work should be allowed to remain. 
 Wheni ffliished the garment should be neatly faced 
 or hemmed) the seams overcast, buttons sewed on 
 and buttouiholes well made, and an edge of some 
 simple trimming added. As many lessons as possi- 
 llle„shp]ijd,b^jaffprdgd for thi^ ■wf^pj'Jc^ ^^nd as many 
 
254 INDUSTRIAL EDUCATION. 
 
 garments as practicable made. The girls in the 
 sewing room should make aprons for the use of the 
 boys in the work shop; also towels and aprons for 
 the kitchen, and bean bags for the gymnasium. 
 Whenever a necessary article for any school room 
 use is required which the sewing room is able to 
 produce, it should be supplied from that resource. 
 Much attention should be given to economical 
 cutting and to the proper folding and placing of the 
 material. Ease, dexterity, and dispatch in execu- 
 tion should be cultivated if the best results are to be 
 attained. 
 
 THE SEWING MACHINE. 
 
 The sewing machine has come to be a necessary 
 aid to modern sewing, and as soon as the purchase 
 of one is found to be practicable, it should be given 
 a place in the school sewing room. And while the 
 pupils are learning its uses and its value, especial 
 efforts should be made on the part of the instructor, 
 to teach them to place such a high estimate upon 
 hand sewing, that the use of the quicker method of 
 sewing by machine shall not lessen in any degree 
 their ambition to become expert in the older fashion 
 of plying the needle and thread. 
 
 The first lesson upon the sewing machine should 
 be to learn its various parts and their uses; also, 
 how to oil and care for it. Then, in successive les- 
 sons the pupils should practice treading the machine, 
 spooling the bobbin, and setting the needle. Then 
 they should learn to thread the shuttle and upper 
 machine, and to manipulate the tension and regu- 
 late the stitch, 
 
THE SEWING MACHINE. 255 
 
 When the sewing machine is well learned, practice 
 lessons should be given in running a simple seam, 
 in using the different hemmers and the gauge, and 
 in learning to gather. Work requiring the use of 
 the more intricate attachments should not be pre- 
 scribed in a common course of instructive sewing. 
 This knowledge will easily be self acquired when 
 the pupil has become a good operator. 
 
 In running the sewing machine the pupils should 
 remember to cut the thread at the end of the seam 
 and not to break it, as by the latter means the 
 liability is great to bend or break the needle. 
 
 The ends of all seams, hems, etc., done by the 
 machine should be neatly and firmly fastened by 
 hand. The tendency to run the machine too rapidly 
 should be guarded against. To produce the best 
 work, with least fatigue to the operator, a moderate, 
 steady tread should be cultivated. All of the 
 attachments and appliances of the sewing machine 
 should be properly cared for after use, and returned, 
 each to its appropriate place. Much careful prac- 
 tice is necessary to make even a moderately skillful 
 sewing machine operator, and effort should be un- 
 sparing for the attainment of this end. As many 
 lessons as possible should be devoted to this work. 
 
 EMBROIDERY. 
 
 The cultivation of fine artistic taste and of deli- 
 cate manipulation of beautiful materials can be 
 procured under no opportunities more favorable 
 than those afforded by the occupation of embroidery, 
 in its numerous and varied branches, 
 
256 INDUSTRIAL EDUCATION. 
 
 The careful and dainty touch and graceful m®ve- 
 ment which characterize a skillful needlewoman 
 are not often gained except through the medium of 
 patient practice. A work which naturally offers an 
 exceptionally favorable field for the attainment of 
 these desirable ends should not be undervalued; 
 especially, since a thousand of the beautiful objects 
 whose presence makes a home comfortable and 
 pleasant are produced. 
 
 It is hardly necessary to state that the supply of 
 materials for embroidery can be limited only by the 
 means to be commanded for their purchase; nor, 
 that the beautiful things to be produced by it are 
 innumerable. 
 
 For class work, simple and inexpensive materials 
 should be furnished and the art of skillful needle 
 work accomplished with them, before more costly 
 or delicate fabrics are placed in the hands of the 
 pupils. 
 
 The initiatory lesson may consist of practice in the 
 simple stitches upon cardboard, formerly learned. 
 Then a review of the same may follow upon can- 
 vas of various kinds. No poorly done or carelessly 
 completed piece of work should be accepted by the 
 instructor. 
 
 The next step consists in tying fringe, and making 
 drawn work of different patterns on linen. Each 
 pupil should produce two or more articles such as 
 towels, toilet covers, or scarfs, before proceeding 
 upon a new description of work. 
 
 Outlining of simple patterns on various materials 
 may be next presented, followed by the different 
 Feather stitches, the Chain and the Satin stitch, and 
 fancy stitphes of all kinds, and lastly the Banging- 
 
EMBROIDERY. 257 
 
 toa stitch and other difficult and complicated kinds 
 of embroidery. 
 
 The pupil should not be allowed to abandon or re- 
 linquish any piece of work until it be entirely com- 
 pleted. The judgment of the instructor in charge 
 should control the selection of all materials and the 
 planning and laying out of work, and all work 
 should be executed under her personal supervision. 
 
 17 
 
Cbapter iiirir. 
 
 COOKING. 
 
 THE KITCHEN, MATERIALS, AND PLAN OF 
 WORK. 
 
 The Kitchen. Any room in the school building 
 which is of sufficient size and convenient appoint- 
 ments, and whose use can be wholly resigned for 
 this particular work, may be utilized for cooking 
 purposes. But if it be possible to secure the con- 
 struction of a suitable building adjacent to, but not 
 connected with the main school building, the advan- 
 tages thereby gained are well proven by the sequel. 
 In a location somewhat removed, the objectionable 
 features of the kitchen, such as heat, odors, and 
 unavoidable noise, which otherwise might prove an 
 annoyance, cannot intrude upon the senses of the 
 pupils pursuing the ordinary school occupations. 
 
 The kitchen, wherever located, should be roomy, 
 properly ventilated, and well lighted, and provided 
 with proper arrangements for sewerage, and with 
 conveniences for supplying fuel and water. The 
 doors and windows should be fitted with screens. 
 
 The requisite furnishings, implements, and uten- 
 sils for use in the kitchen can be supplied by a mod- 
 erate expenditure. The procuring of a stove is, of 
 course, the necessity first to be considered. If a 
 modern range, with its various appliances cannot be 
 
COOKING. 259 
 
 afforded, a modest sum of money will purchase a 
 very good cooking stove at second hand, which will 
 serve the desired purpose nicely. An oil stove 
 might be used until such a time as more expensive 
 apparatus could be afforded. 
 
 The cost of a suflBcient supply of tin-ware for a 
 moderate beginning in the culinary art will not be 
 great. The articles chiefly necessary are a good 
 sized kneading-pan, baking-pans of several sizes, a 
 dish-pan, a sieve, a strainer, a skimmer, several 
 measures, chopping-bowl and knife, kitchen knives, 
 forks, and spoons, one or two pails, a tea-pot and 
 a coffee-pot, a good egg-beater, a mop, and a 
 broom. 
 
 The stock of articles will gradually increase as 
 demanded by necessity, just as a housewife's kitchen 
 store is constantly being augmented by needed fur- 
 nishings, and the various small outlays will not 
 prove very burdensome. 
 
 A kettle, gridiron, skillet, tea-kettle, frying-pan, 
 coal-scuttle, and other appliances should accompany 
 the stove or range at its purchase. 
 
 The boys' shop should furnish, upon order, a 
 moulding-board, tables, benches, cupboards, screen- 
 frames, wood or coal box, and other articles needed 
 in the kitchen. The girls' sewing-room should sup- 
 ply towels, kitchen aprons, curtains, holders, etc. 
 
 Materials and Plan of Work. The first and 
 most important lesson for the amateur cook to learn, 
 is how to judge of the quality of materials, in order 
 to be able to select the best. Though the variety be 
 small and the quantity slender, good quality of 
 material should be taught as the first principle of 
 
260 INDUSTRIAL EDUCATION. 
 
 culinary economy. All of the well understood and 
 long practiced ways and means by which a prime 
 quality of flour, fruit, meat, butter, molasses, or any 
 other staple article of food is distinguished by one 
 skilled in marketing, should be shown to the learner 
 by practical illustration. The class should be per- 
 mitted to assist the instructor in the selection of 
 silpplies for the various lessons in cookery, small 
 expeditions to market being organized for that pur- 
 pose. 
 
 If the kitchen or cooking-room be fitted with suffi- 
 cient accommodations, a class of six or eight may be 
 employed profitably at the same time. The lessons 
 should be progressive and cumulative. They should 
 be conducted by instruction and demonstration on 
 the part of the teacher in charge, accompanied and 
 followed by practice on the part of the pupil or class. 
 The teacher should plan, dictate, and supervise. 
 The various articles and dishes laid down in the 
 curriculum should be prepared by such rules and 
 recipes as the instructor may recommend and fur- 
 nish. One or more of the modern books of acknowl- 
 edged authority in cookery would undoubtedly prove 
 of value in the school kitchen. The names of 
 Miss Parloa, Miss Corson, Miss Ewing, and Mrs. 
 Whitney are too well known in this connection to 
 require further endorsement of the excellence of 
 their methods of cooking. The good old volume of 
 " tried and true " recipes from the home kitchen, 
 may also be called into requisition with good effect, 
 and the well tested rules, signs, mysteries, and 
 usages, whose unfailing aid and value are ever 
 acknowledged by those versed in culinary arts, 
 should be remembered and regarded. 
 
QookinO. 261 
 
 Making bread of various kinds, white, graham, 
 and Indian, should constitute the first lessons. Next 
 should follow rolls and different kinds of biscuit; 
 next, cake of three or four kinds, and several varie- 
 ties of cookies; next, fried cakes; next, cooking 
 meats — learning to roast, broil, and boil; learning to 
 make one or two kinds of soup; learning to dress a 
 fowl and to cook it in various ways; next, a num- 
 ber of lessons should consist in learning to make 
 salads, relishes, jellies, and various delicacies for 
 the table. 
 
 This plan is presented as a general guide, and may 
 be remodeled to suit the need of each individual case. 
 
 The necessity of patient practice is in no other of 
 the manual occupations more apparent than in this. 
 Frequent encouragement will be necessary in order 
 to keep the pupils in good heart in spite of the 
 inevitable mistakes, failures, and disappointments, 
 and the bodily fatigue attendant upon employment 
 of this nature. 
 
 The sense of discouragement is sure to be for- 
 gotten when patient effort is at last crowned with 
 success, and that pride is certainly a pardonable one 
 with which the young cook displays, after several 
 unsuccessful trials, a specimen of cookery worthy to 
 challenge the palate of an epicure to a test of its 
 merits. 
 
 Instruction should be given in regard to cutting, 
 carving, garnishing, and serving food of all kinds. 
 The pupils should learn how to lay a table properly 
 and how to preside over it. They should learn, as 
 three of the most important culinary attainments, 
 economy in preparing, delicacy in cooking, grace in 
 serving. 
 
262 INDUSTRIAL EDUCATIOif. 
 
 Perfect order and cleanliness should prevail in the 
 school kitchen. After each Jesson, the kitchen and 
 all of its appurtenances should be restored to a per- 
 fect state of tidiness. Wastefulness should be espe- 
 cially guarded against, and the utmost painstaking 
 insisted upon in the care of all supplies, materials, 
 and utensils. 
 
Cbapter lit). 
 
 FOOT-POIVER MACHINE TOOLS. 
 
 boys' department. 
 
 The Tools. The turning lathe, the scroll-saw, 
 and the circular saw, are the principal foot-power 
 machine tools, that can be used to advantage in the 
 shop for working in wood. They are convenient 
 and useful for doing certain things and quite at- 
 tractive to boys who are fond of machinery; and 
 they'seldom fail to add interest to the work of the 
 shop. 
 
 The turning lathe is used for shaping articles to 
 .be made of wood by causing them to revolve, at the 
 same time being acted upon by a cutting tool or 
 chisel held by the hand upon a rest. The principal 
 parts are: the stand upon which the machine is 
 placed; a frame fastened on the stand, carrying on 
 left a head-stock with the spindle, or mandrel and 
 pulley, and on the right the movable tail-stock; and 
 the sliding rest for the cutting tool. Under the 
 stand is the tread for the foot, and by means of a 
 heavy band wheel the spindle is made to revolve, 
 carrying the wood to be shaped. 
 
 The construction of the scroll-saw is similar to that 
 of the turning lathe, except that the power is applied 
 so as to move a fine saw up and down through a 
 small opening in an iron plate. On this plate the 
 material is placed and cut by the saw at will. 
 
264 INDUSTRIAL EDUCATION. 
 
 When the spindle is made to carry a circular disk 
 of steel with saw teeth on the circumference the in- 
 strument becomes a circular saw. 
 
 A frame with a gauge is arranged to carry the 
 wood to be cut by the saw. 
 
 These three machine tools are sometimes so con- 
 structed that they can be attached to the same stand 
 and frame. It is better, however, to have each per- 
 manently mounted on a separate frame. 
 
 Only a general description of these machine tools 
 is given at this time; when, however, the operator 
 stands before each one of them all the parts should 
 be examined and fully described with the aid of 
 the instructor. 
 
 While it is not necessary to have all, or even any 
 one, of these instruments in the shop at first, it will 
 be well to provide one or more of them at an early 
 day. 
 
 The stand upon which these tools are placed should 
 be high enough so that the spindle or plate shall be 
 about even with the elbows of the operator standing 
 or sitting before them. Before the workman under- 
 takes to make "any article with the machine tools, 
 he should first learn to run the foot-power at an even 
 rate of speed, slowly and rapidly, and with sufficient 
 force to do the wori required. 
 
 The lessons with the tools may be taken in course, 
 or at any time whenever the instructor sees fit to 
 give them. However, it will be best, as a rule, to 
 give them in the regular course. 
 
 The cutting tools of the lathe are a gouge and a 
 set of four or more chisels, wide, medium, and nar- 
 row. The calipers for measuring and comparing 
 diameters should also be provided. 
 
FOOT-POWER MACHINE TOOLS. 265 
 
 The Material. For the turning lathe a few 
 pieces of soft wood from an inch to two and one- 
 half inches square at the end and two or three feet 
 long, which can be cut into pieces of the length re- 
 quired for the lessons. For the scroll-saw a few 
 pieces of board one-eighth to one-fourth of an inch 
 in thickness, and three or four feet long, which can 
 be cut into pieces suitable for the lessons. For the 
 circular saw, the boards to be used for other pur- 
 poses will be sufficient; though for practice in learn- 
 ing to run the saw a few pieces of board should be 
 specially provided, unless there are remnants already 
 on hand. 
 
 FIRST LESSON. 
 
 Learn to start and stop the foot-power of the 
 lathe with the right foot. Stand in front of the 
 machine tool, put the right foot on the tread, rest- 
 ing the weight of the body on the left foot. If the 
 band wheel is on what is called the dead center, it 
 will not move by pressing on the tread with the 
 right foot, in which case the wheel must be moved 
 with the hand. Then continue the pressure with 
 the foot until the tread has reached the lower limit; 
 relieve the pressure and the tread will return to the 
 upper limit; press again and thus continue until the 
 machine is in full motion. Now stop the motion by 
 reversing the pressure with the foot so as to prevent 
 the tread from rising, when at the lowest limit, more 
 than two or three times. Repeat the process of 
 starting and stopping the motion until it can be 
 done readily and with ease. Rest one hand on the 
 frame for support if necessary. 
 
iQ6 INDUSTRIAL EDUCATION. 
 
 SECOND LESSON. 
 
 Learn to start and stop the foot-power with the 
 left foot. Put the left foot on the tread and proceed 
 as before, resting one hand on the frame if neces- 
 sary. 
 
 THIRD LESSON. 
 
 Learn to run the foot-power at any required rate 
 of speed. This must be done by the pressure of the 
 foot on the tread. This lesson should be practiced 
 until the operator has full control of the motion of 
 the wheel and pulley. Note: For convenience of 
 position the left foot should be generally used to 
 run the turning lathe. 
 
 FOURTH LESSON. 
 
 Learn to run the foot-power with friction applied 
 to the band wheel or pulley. Set the foot-power in 
 motion and then place a piece of board against the 
 wheel or pulley. Press the board steadily against 
 the wheel or pulley and at the same time keep up 
 an even motion, rapid enough to do good turning. 
 Repeat the exercise until a mastery of the move- 
 ment is acquired. 
 
 FIFTH LESSON. 
 
 From a piece of pine or other soft wood turn a 
 cylinder eight inches in length and seven-eighths 
 inch in diameter. Place a piece of soft wood eight 
 inches long and one inch square in the lathe, so 
 that it will turn on its center, being held by the 
 chuck in the mandrel, and the pin in the movable 
 tail-stock. Set the lathe in motion with the left 
 
JPOOt-POWM MACHINE TOOLS. 26? 
 
 foot, which will bring the left side a little toward 
 the stand. When the revolutions have become 
 sufficiently rapid, take the gouge in the right hand, 
 place it on the rest, and with the aid of the left hand 
 move it carefully up to the revolving stick, and chip 
 off the corners, moving the gouge from end to end 
 of the stick. Keep the right hand down so that the 
 gouge will cut the wood instead of scraping it. 
 When the corners are removed, apply a medium 
 chisel to the wood, until the cylinder is complete. 
 Finish by holding a piece of sandpaper to the re- 
 volving cylinder. Note: The operator should be in- 
 structed to hold the gouge and chisel lightly to the 
 revolving wood and in such a position that they will 
 cut and not scrape the wood. 
 
 SIXTH LESSON. 
 
 Turn another cylinder of the same dimensions. 
 Let the operator be kept at the cylinder until a good 
 one can be readily turned. 
 
 SEVENTH LESSON. 
 
 Turn a section of a pyramid four inches long, one 
 and one-quarter inch in diameter at one end and 
 one-half inch at the other. Place in the lathe a 
 piece of pine or other soft wood five inches long 
 and one and one-half inch square, and with the 
 gouge, chisel, and sandpaper respectively reduce it 
 to the required dimensions. Square the ends of the 
 section by cutting one-half inch from each with the 
 chisel. This is done by holding the chisel upright 
 and then turning it to the right or left, as required 
 for the end until the center is nearly reached. 
 
268 tNbUSTktAL EbTJCATtOif. 
 
 EIGHTH LESSON. 
 
 Turn a pair of dumb-bells five inches long and the 
 spheres one and one-quarter inch in diameter. Place 
 in the lathe a block of pine five and one-half inches 
 long and one and one-half inch square at the end. 
 First peduce two and one-half inches of the center 
 for the bar or handle, with a chisel, and complete 
 the bell by shaping the spheres. A second bell of 
 the exact size of the first will constitute the pair. 
 For measuring and comparing diameters,etc., use the 
 calipers. 
 
 NINTH LESSON. 
 
 Turn a pair of Indian clubs seven inches long and 
 the greatest diameter one and one-quarter inch. 
 Place a block of pine or other soft wood seven and 
 one-half inches long and one and one-half inches 
 square, in the lathe. Eeduce it to a cylinder with 
 the gouge; then from one end lay off, first one-half 
 inch for the bead, two and one-half inches for the 
 handle, and four inches for the head, and proceed to 
 reduce to the required dimensions. Note: The 
 operator may work from a drawing, a model before 
 him, or from one in his mind. 
 
 TENTH LESSON. 
 
 Turn a rolling-pin eleven inches long and one 
 and one-quarter inch in diameter, and each of the 
 handles two and one-half inches long. Place in 
 the lathe a piece of soft wood eleven and one-quarter 
 inches long, and one and one-half inch square. Meas- 
 ure from each end two and three-quarters inches for 
 
FOOT-POWER MACHINE TOOLS. 269 
 
 the handles, and with the gouge reduce it to a 
 cylinder. With a chisel turn the handles and 
 smooth off the body of the pin, and finish with 
 sandpaper. 
 
 ELEVENTH LESSON. 
 
 Turn a model for a meat pounder six inches long, 
 one and one-quarter inch in diameter, handle two and 
 one-half inches long, and the body with ten beads. 
 Place in the lathe a block of soft wood six and one- 
 half inches long, one and one-half inch square, and 
 with the gouge reduce it to a rough cylinder. Turn 
 the handle down to the right dimensions, and then 
 produce the ten beads. Finish with the sandpaper. 
 While turning the beads, a strong rapid motion 
 must be kept up, and light cuts with the chisel, in 
 order to prevent the beads from chipping out. 
 
 TWELFTH LESSON. 
 
 Turn a model for a table leg seven inches long, 
 seven-eighths inch in diameter, and the head one 
 and one-half inch, with the beads, swells, and de- 
 pressions properly arranged. Place a piece of soft 
 wood in the lathe seven and one-half inches long and 
 one inch square. Measure from either end two and 
 one-half inches for the head, and then turn the re- 
 mainder from a drawing or a sample at hand, or 
 from a plan in the mind. 
 
 THIRTEENTH LESSON. 
 
 Turn three more to match the one already made. 
 Use the calipers freely in comparing diameters, etc. 
 
270 INDUSTRIAL EDUCATION. 
 
 FOURTEENTH LESSON. 
 
 Turn a pyramid five inches in height, with a base 
 one and seven-eighths inch in diameter. Place in 
 the lathe a block of soft wood six inches long and 
 two inches square. Reduce it to a cylinder as before 
 directed, square the end on the right for the base, 
 and then turn the cylinder to a point five inches 
 from the base. Note: The core next to the chuck 
 must be left attached to the apex of the pyramid by 
 a small stem. The finishing with the chisel and 
 sandpaper must be done with care. 
 
 FIFTEENTH LESSON. 
 
 Turn the head of a mallet three inches long and 
 one and seven-eighths inch the greatest diameter. 
 Place a block in the lathe three and one-half inches 
 long and two inches square. Reduce it to a cylinder 
 and then finish it, making the ends larger or smaller 
 than the center at will. 
 
 SIXTEENTH LESSON. 
 
 Turn a handle for the mallet, eight inches long 
 and three-fourths inch in diameter. Place in the 
 lathe a piece of soft wood eight and one-half inches 
 long and one inch square. Measure from the end 
 on the left one and seven-eighths inch and turn it 
 to fit closely the eye in the head of the mallet. 
 Complete the handle with swell and taper. 
 
 OTHER LESSONS. 
 
 Turn other articles as directed by the instructor or 
 at will. 
 
THE SCROLIj-SAW. 271 
 
 THE SCROLLS A W. 
 
 The operator in running the scroll-saw usually 
 sits before it with both feet on the treadle. The 
 elbows at the side should be about even in height 
 with the iron plate. Above and below this plate is 
 an arm to which the saw is attached through the 
 opening in the center. 
 
 FIRST LESSON. 
 
 Learn to adjust the saw. Fasten the ends of the 
 saw to the arms, one above and one below the 
 plate. The upper end must be set so that descend- 
 ing through the opening it will come forward and 
 retreat on returning, which is done by properly 
 fastening the saw to the arms. The object of the 
 adjustment is to make the saw do the cutting as it 
 descends, and return free. 
 
 SECOND LESSON. 
 
 Learn to start and stop the saw. Apply the feet 
 to the tread, using the hand to start the band-wheel 
 if necessary. Place the feet in such a position that 
 both the heels and toes can be used for moving the 
 treadle. When a rapid motion is attained, employ 
 the feet to stop the motion. The learner should 
 practice this lesson until the machine is fully under 
 his control. , 
 
 THIRD LESSON. 
 
 Learn to run the saw at an even rapid rate. The 
 learner should practice this lesson until the motion 
 can be maintained with ease. 
 
272 INDUSTRIAL EDUCATION. 
 
 FOURTH LESSON. 
 
 Learn to run the saw against pressure. Apply a 
 piece of board to the band- wheel, and run it with a 
 certain amount of resistance. 
 
 FIFTH LESSON. 
 
 Learn to cut a straight kerf with the saw. With 
 a rule and pencil, draw a straight line on a piece of 
 holly- wood or black walnut. Put the saw in rapid 
 motion and then with both hands move the board 
 up to the saw so that it will cut on the line from end 
 to end. The wood must be held firmly to the plate, 
 and the saw must be stopped before the hands are 
 removed unless the pieces are severed. 
 
 SIXTH LESSON. 
 
 Learn to run the saw on a broken line. With a 
 rule and pencil draw a line broken by angles of 
 different degrees. Hold the wood on the plate with 
 both hands, and be sure to keep up the motion when 
 turning the angles. If the motion of the saw is 
 allowed to slacken, it will catch in the wood and be 
 very apt to break. 
 
 SEVENTH LESSON. 
 
 Learn to saw on a curved line. Draw a curved 
 line with the compass, or make a curve at will with 
 a pencil. Eun the saw on the curve, holding the 
 wood firmly with both hands, keeping up a rapid 
 motion, and not feeding too fast. 
 
THE SCROLL-SAW. 273 
 
 EIGHTH LESSON. 
 
 Learn to saw from a center in different directions. 
 Make a hole through the wood to be sa,wed, and 
 draw three or four lines from this hole in different 
 directions. Eemove the saw from the upper arm and 
 put it through the board and fasten it again in place. 
 Saw on the lines, one by one, and return the saw to 
 the center by a careful movement of the board, or 
 stop the saw and then move the board. When the 
 pupil has learned to run the scroll-saw fairly well by 
 practicing on the foregoing lessons, he should be 
 furnished with materials, designs, and patterns for 
 making objects of various descriptions. Among 
 these may be named picture frames, large, small, 
 and corner brackets, letters of the alphabet (plain 
 and fancy), work-baskets, wall-pockets, and figures 
 (the numerals). Sheets and pamphlets of designs 
 can be obtained of the manufacturers, from which 
 selections can be made and the patterns sent for. 
 
 There are three ways in which the patterns may 
 be used in scroll-sawing. 
 
 First. Paste the pattern on the material and then 
 saw on the lines indicated. 
 
 Second. Draw the pattern on the material, in such 
 a way as to indicate the lines to be cut by the saw. 
 
 Third. Place the pattern on a piece of paste or 
 card board; tack them on to the material, and then 
 saw on the lines indicated. This last method is the 
 best, as the operator will then have a pattern of 
 paste or card board to be preserved for future use. 
 
 As there is scarcely a limit to the number ^nd va- 
 riety of objects that can be made with the scroll-saw, 
 the teacher should limit the operator to a definite 
 number of lessons and objects by a wise discretion, 
 18 
 
274 INDUSTRIAL EDUCATION. 
 
 THE CIRCULAR SAW. 
 
 The circular saw may be used, to advantage in 
 preparing material to be worked up into the various 
 objects made in the shop, and the pupil, having 
 learned to run the lathe and scroll-saw, is prepared 
 to use this machine tool with a few suggestions, in- 
 stead of definite lessons. 
 
 1. The instrument should be supplied with both 
 the cross-cut and rip-saw. 
 
 2. The frame through which the saw runs always 
 has a gauge for guiding the saw through the wood 
 from any point in any direction, so that by the aid 
 of this gauge a piece of board or block can be cut to 
 any size desired. 
 
 3. Great care should be exercised in running the 
 instrument, in order to do good work, and to avoid 
 accidents of any kind. 
 
 4. Kemember always to get up a strong, swift 
 motion, before the saw comes in contact with the 
 wood, and then never to feed fast enough to obstruct 
 the motion. 
 
Cbapter It). 
 
 FINISHING. 
 
 When a piece of wood comes from the hands of 
 the joiner or cabinet maker, it is not really ready for 
 use until it has been through the hands of the 
 finisher. There are various ways and styles of 
 finishing. It is the purpose of this chapter to treat 
 of a few of them, as a legitimate feature of Manual 
 Training. 
 
 If there is not a separate room for this work, a 
 small part of the shop may be given to it, with a 
 table or bench for the material dnd tools, and at 
 which to do this work. 
 
 The Tools. In addition to the tools already at 
 hand, there should be brushes, sandpaper, powdered 
 pumice-stone, and some pieces of woolen cloth. The 
 kind and number of brushes will depend on the work 
 to be done, and hence they may be procured as they 
 are needed. 
 
 The Materials. Paints, oils, stains, varnish, and 
 putty are the principal articles that are used in 
 finishing. Instead of purchasing all of them at the 
 start, it will be better to get them as they are re- 
 quired for immediate use. Most of them can be ob- 
 tained in bulk in small bottles, or in small cans 
 ready prepared to be used, with perhaps the addi- 
 tion Qf a little oil or varnish, 
 
276 INDUSTRIAL EDUCATION. 
 
 FIRST LESSON. 
 
 Learn to finish a piece of work with (white) paint. 
 Place a piece of planed board eight inches by twelve 
 inches, or fifteen inches, on the table, and 
 
 1. Set in the nail heads if there are any, with the 
 nail-set; rub the surface over with sandpaper, to 
 make the surface smooth and even, and wipe it off 
 with a brush or cloth. 
 
 2. With a suitable brush, lay on the first or prime 
 coat of paint. 
 
 3. Fill the nail-holes, checks, and cracks (if there 
 are any) with putty, and go over the surface again 
 lightly with the sandpaper. 
 
 4. Lay on the final coat evenly and smoothly, 
 carrying the brush in the direction of the grain, as 
 a rule. 
 
 SECOND LESSON. 
 
 Learn to finish a piece of work with yellow paint. 
 Prepare the piece of wood for the final coat of paint, 
 as directed in Lesson I. To the white paint add a 
 little chrome-yellow pigment, or enough to produce 
 the color desired. Lay it on, as before. 
 
 THIRD LESSON. 
 
 Learn to finish a piece of work with drab or 
 brown. Prepare for the final coat as before. Mix 
 with the white paint enough lamp-black to produce 
 the shade desired. 
 
 FOURTH LESSON. 
 
 Learn to finish a piece of work with green paint. 
 Prepare the surface as before. Mix with the white 
 paint yellow and blue pigment, to give the shade 
 
PINISHING. 277 
 
 desired. Note: The foregoing lessons should be 
 practiced on pieces of board until the learner is 
 qualified to do good work on any article placed in 
 his hands. 
 
 FIFTH LESSON. 
 
 Learn to finish a piece of work in oil. Place a 
 piece of planed board eight inches by twelve inches 
 on the table. 
 
 1. Prepare the surface as directed in Lesson I. 
 
 3. Mix a small quantity of raw and boiled oil, one- 
 half of each, and add a little Japan dryer, and lay 
 one coat on the surface. 
 
 3. Fill the nail-holes, checks, and cracks with col- 
 ored putty, and go over the surface with the sand- 
 paper carefully and lightly. 
 
 4. Lay on another coat of the oil with a little var- 
 nish added. 
 
 5. Add another coat if necessary to secure a good 
 finish. Note: This lesson should be repeated if the 
 first trial is not a success. 
 
 SIXTH LESSON. 
 
 Finish the natural wood, bright finish. Place a 
 piece of planed board eight inches by twelve inches 
 on the table. 
 
 1. Make the surface smooth and even, showing 
 the natural grain and color of the wood, by rubbing 
 it carefully with fine sandpaper, and wipe it off with 
 a cloth. Be careful not to scratch the surface with 
 the sandpaper. 
 
 2. Put on the prepared filler in accordance with 
 the directions on the can. 
 
278 INDUSTRIAL EDUCATION:. 
 
 3. Fill the nail-holes, checks, and cracks with 
 putty colored to resemble the wood. 
 
 4. Rub the surface over again very carefully with 
 the sandpaper and dust off with a cloth or brush. 
 
 5. Put on the varnish quickly and evenly. A 
 light coach varnish is recommended. 
 
 SEVENTH LES$ON. 
 
 Finish the natural wood, a dead finish. 
 
 1. Follow directions 1, 2, 3, 4, 5, as in the previous 
 lesson (VI.). 
 
 2. Dip a woolen cloth in a little oil, and then in 
 some powdered pumice stone, and rub the surface 
 carefully so as not to cut through the varnish. 
 
 3. Clean off the surface with a dry cloth. Note: 
 Before attempting any article of value, the two fore- 
 going lessons should be repeated, until success is 
 assured. 
 
 EIGHTH LESSON. 
 
 Finish a piece of wood by staining it to imitate some 
 particular kind of wood. Place a piece of planed 
 wood eight inches by twelve inches on the table. 
 
 1. Prepare the surface as before directed. 
 
 2. Put on the stain required for the imitation, ac- 
 cording to the directions on the can. 
 
 3. Fill the nail-holes, checks and cracks with putty 
 colored with some dry material. 
 
 4. Put on the prepared filler colored with the stain, 
 keeping the color a little lighter than the stain. 
 
 5. Lay on a light coach varnish, evenly and 
 smoothly. Note: This lesson should also be prac- 
 ticed before attempting any article of value. 
 
FINISHIN-G. 279 
 
 NINTH LESSON. 
 
 Finish a piece of work by graining. Place a 
 piece of board on the table as before. 
 
 1. Set in the nail heads (if any) and rub the sur- 
 face over carefully with sandpaper and wipe it off 
 with a cloth. 
 
 2. Lay on the first or prime coat of white paint. 
 
 3. Fill the nail-holes, checks, and cracks with 
 putty, and smooth off again carefully with sand- 
 paper, and dust off with a cloth. 
 
 4. Lay on a second coat of paint, a shade of straw 
 color. 
 
 5. Put on the graining color, which may be made 
 of one-third raw umber, and two-thirds raw sienna 
 ground in oil and mixed with a little japan and oil 
 to make it thin enough. While this coat is green, 
 do the graining with a rubber comb or pencil. This 
 must be done from a knowledge of the grain of 
 woods. 
 
 6. Varnish over the graining. Note: This lesson 
 should not be undertaken except for some special 
 purpose. It may be considered as extra in the 
 course. 
 
Cbapter IDf . 
 
 DRAINING AND CONSTRUCTION. 
 
 SUPPLEMENTARY. 
 
 This chapter is supplementary to the regular 
 course of instruction in wood-wort. The young 
 workman, having learned how to use the tools gen- 
 erally employed in joinery and cabinet-making, is 
 now prepared (if he wishes to continue the work) to 
 enter upon the wider and more important field of 
 labor, that of drawing and construction. He is 
 supposed to have already acquired some knowledge 
 of the principles and practice of industrial and me- 
 chanical drawing. If he has not, a few lessons 
 must be given him, with needed explanations, in 
 order to enable him to continue the work to the best 
 advantage. 
 
 He must now have a definite idea of the work 
 before him; there must be in his mind a clear con- 
 ception of the article he is to make, which should in 
 many cases be represented on paper with more or 
 less minuteness; and in harmony with this repre- 
 sentation must the work be carried forward to com- 
 pletion. He must determine just what he is to make 
 or build; make a working drawing of it, if consid- 
 ered necessary, and then with the tools and material 
 at hand proceed with the construction. His success 
 will, of course, depend upon his aptitude and good 
 sense, as well as upon his previous instruction. 
 
DRAWING AND CONSTRUCTION. 281 
 
 The lessons should not be taken in the regular 
 order. They may be selected by the instructor for 
 the purpose of having pieces of furniture or articles 
 of apparatus made for the use of the school, or they 
 may be chosen by the pupil himself to gratify his 
 own tastes or ambition. He may be permitted to 
 make and finish some article for himself to keep as 
 a memento of his membership of the class in Manual 
 Training. 
 
 The Tools. In addition to those used in the 
 work already done, the workman should have a 
 small set of drawing tools, viz. : a rule divided into 
 inches, half inches, etc., a pair of dividers, with 
 a pin point on one arm, and a pencil point on the 
 other; a triangle; a half-circle or protractor; and a 
 hard and a soft pencil. 
 
 The Material. The kind and amount of material 
 will depend upon the articles to be made and the 
 number in the class. It will be best generally to 
 purchase it from time to time in view of these facts. 
 The lumber should be of the best quality, or as good 
 as can be obtained, and planed if obtained at a 
 planing mill. 
 
 A pot of glue, or what is better, a bottle of pre- 
 pared glue, should be kept ready for use, as it will 
 be needed in putting together many of the articles 
 to be made. 
 
 FIRST LESSON. 
 
 Make a mitei>box. The workman has already had 
 some instruction in regard to the miter-box, but he is 
 now prepared to make a better one, with the dimen- 
 sions and cutting angles more correctly executed. 
 
282 INDUSTRIAL EDUCATION. 
 
 SECOND LESSON. 
 
 Make a pair of carpenter's saw-horses. Being 
 already familiar with these articles, the workman 
 should take the measurement, following his own 
 ideas in regard to size and proportion. 
 
 THIRD LESSON. 
 
 Make a small plain box with cover. The size and 
 finish is left altogether with the workman. 
 
 FOURTH LESSON. 
 
 Make a knife-box or tray, with two compartments 
 for table knives and forks. If the workman has 
 never noticed an article of this kind, he must look 
 one up, or have one described to him, and then fol- 
 low his own judgment in the construction and finish. 
 
 FIFTH LESSON. 
 
 Make a small tool-chest with moldings and till. 
 
 SIXTH LESSON. 
 
 Make a lady's work box. The dimensions of the 
 box, the number of compartments, and the finish 
 may be left to the taste of the workman, after he 
 has examined one or more, and talked with some of 
 his lady friends. 
 
 SEVENTH LESSON. 
 
 Make a tool chest of full size, with moldings, tills, 
 and places for saws, etc., and finish with drab 
 paint. 
 
DRAWING AND CONSTRUCTION. 283 
 
 EIGHTH LESSON. 
 
 Make a small square stand, with square tapering 
 legs, a drawer, and a shelf below, and finish in imi- 
 tation of black walnut. 
 
 NINTH LESSON. 
 
 Make an oval stand, with turned or square taper- 
 ing legs. The turned legs, if it is decided to use 
 them, can be obtained of a cabinet maker. 
 
 TENTH LESSON. 
 
 Make a plain bureau with three drawers. The 
 size must be regulated by the workman's kno\^l- 
 edge of this piece of furniture. 
 
 ELEVENTH LESSON. 
 
 Make a wash bench with drawer. The workman 
 may adopt any model with which he is familiar. 
 
 TWELFTH LESSON. 
 
 Make a model of a sail-boat with a center-board, 
 rudder, and sails. The boat can be constructed to 
 the best advantage from a working drawing. 
 
 THIRTEENTH LESSON. 
 
 Make a model of a horse-barn with granary, har- 
 ness-room, and three stalls, and covered with up- 
 right boards and battening. 
 
284 INDUSTRIAL EDUCATION. 
 
 FOURTEENTH LESSON. 
 
 Make a square table, with drawer and turned legs. 
 Make the table from working drawings of the parts. 
 
 FIFTEENTH LESSON. 
 
 Make a test tube rack for holding twelve test 
 tubes for the purpose of drying them. In this and 
 the following lessons, the workman must see a cut of 
 the apparatus, the apparatus itself, or the instructor 
 must give him the ideas from which to work. 
 
 SIXTEENTH LESSON. 
 
 Make a test tube holder. This is a piece of appa- 
 ratus for carrying the tube when in use. 
 
 SEVENTEENTH LESSON. 
 
 Make a working table for a chemical laboratory. 
 There are various kinds of tables made for this pur- 
 pose, any one of which may be taken as a guide. 
 
 EIGHTEENTH LESSON. 
 
 Make a lever press for pressing botanical speci- 
 mens. 
 
 NINETEENTH LESSON. 
 
 Make a set of four trays for holding and keeping 
 • six microscopical slides each. 
 
 TWENTIETH LESSON. 
 
 Make a case for keeping the trays. The case 
 should be made to hold twelve trays at least. 
 
DRAWING AND CONSTRUCTION. 285 
 
 TWENTY-FIRST LESSON. 
 
 Make a sonometer. This piece of apparatus is 
 duly represented and described in works on physics 
 under the head of sound. 
 
 TWENTY-SECOND LESSON. 
 
 Make a pair of resonant cases for mounting tuning 
 forks. 
 
 TWENTY-THIRD LESSON. 
 
 Make a leaning tower, square, tapering, and in 
 four sections. 
 
 TWENTY-FOURTH LESSON. 
 
 Make a cabinet for keeping apparatus. It will be 
 well to decide upon the articles to be put in the cab- 
 inet before making it. 
 
 The foregoing are only a few of the things upon 
 which the young workman may profitably exercise 
 his mechanical powers. 
 
Cbaptcr IDiriF. 
 
 PRINTING. 
 
 Among the educational features connected with 
 the art of setting type, may be named the following, 
 viz. : — 
 
 1. Concentration of the mental and physical pow- 
 ers in manipulating the type correctly and with 
 rapidity. 
 
 2. A cultivation of taste and skill in the effort to 
 make a paragraph and page agreeable to the eye of 
 a good judge. 
 
 3. The advantages it affords for the study of the 
 language, the best forms of expression, and the 
 correct use of words, phrases, and sentences, in the 
 expression of thought. 
 
 4. The opportunities it offers for learning orthog- 
 raphy. Type-setters always become good spellers. 
 
 5. The practical value it has in directing the 
 efforts of the type-setter in the channel of one of the 
 great industries of civilized life, and in holding up 
 before him the possibilities of success and useful- 
 ness as a journalist. 
 
 6. And finally the relief from the confinement of 
 the school room and the study of books; important 
 considerations which should not be ignored. 
 
 It is true that but few members of a school can 
 have the privilege of working in the printing oflBce, 
 but to those it is none the less a blessing. The 
 
PRINTING. 287 
 
 printing office rightly conducted may become a very 
 important feature of the school. It may be made to 
 furnish supplementary reading leaves to the classes 
 in reading, printed questions for examinations and 
 blanks for a variety of purposes. 
 
 It is the deliberate judgment of teachers and man- 
 agers of schools, in which a printing office has been 
 put in operation, that it is a legitimate feature of 
 education and cannot well be dispensed with. 
 
 The Pkinters. As many boys or girls, or both, 
 as can be accommodated at one time, should be 
 selected by the teachers, from the different grades 
 and classes of the grammar and high schools. 
 They should be selected with reference to their am- 
 bition for the work, their ability to become good 
 type-setters, and the time at their disposal in order 
 to learn. Several classes may be organized, if the 
 circumstances are favorable for giving instruction. 
 
 The Time. Each class should go to the printing 
 office at least four days of the week and remain 
 forty-five minutes. The length of time required to 
 complete the course, with the privileges just named, 
 is one year, and as opportunity offers thereafter, 
 those having completed the course may continue 
 the work. In this way the office can have the ben- 
 efit of the services of good type-setters continually. 
 
 Printing Material. A complete outfit for a 
 small job office can be obtained at a type foundry 
 for about $300; a fair beginning can be made with 
 $45 to $50, supplying a small press, two or three 
 small fonts of brevier or small pica type, ten pounds 
 
288 INDUSTRIAL EDUCATION. 
 
 each, two or three half cases, two racks, a galley, 
 composing sticks, and a few other articled. 
 
 A better office outfit however, to accommodate four 
 type-setters at one time, might be named as follows, 
 viz. : — 
 
 A small job press. 
 
 Two double case stands. 
 
 Four pairs cases. 
 
 Two common galleys. 
 
 Four composing sticks. 
 
 One mallet, planer, and shooting stick. 
 
 Fifty wood quoins. 
 
 Twenty-five pounds brevier type. 
 
 Twenty-five pounds small pica type. 
 
 Five small fonts plain and fancy job type. 
 
 Five pounds leads. 
 
 One lye brush. 
 
 And a few other articles not expensive, but re- 
 quired to do good work. The above can be obtained 
 at an expense of about $125. 
 
 By communicating with the proprietor of a reg- 
 ular business office, a way can be easily provided 
 for obtaining all the material for a good printing 
 establishment, which may be improved by additions 
 from time to time as seems advisable. 
 
 The Instructor. The instructor must be a prac- 
 tical printer, at least to the extent of teaching all 
 the lessons which follow. After the office has been 
 established for a year or more, one of the best 
 pupils may be selected "to give the instruction. It 
 should be one of the duties of the instructor to de- 
 termine, by careful observation, who will and who 
 
PRINTING. 289 
 
 will not be benefited by being a member of the 
 class, and to report to the teacher, with a view to 
 making changes. 
 
 FIRST LESSON. 
 
 Learn the names of the parts of the type; also 
 the names and uses of the material employed in the 
 office. This must be done with the assistance of 
 the instructor. 
 
 SECOND LESSON. 
 
 Learn the letters in the lower case. This lesson 
 must be continued until the pupil can point to every 
 letter, figure, punctuation mark, quad, and space as 
 fast as the hand can move. 
 
 THIRD LESSON. 
 
 Learn the letters of the upper case, also the marks 
 of punctuation contained in this case. This can be 
 more readily done, as the letters are mostly placed 
 in the boxes in regular order. 
 
 FOURTH LESSON. 
 
 Learn to hold and handle the composing stick. 
 The instructor must see that the stick is held cor- 
 rectly; a bad habit of holding this is often fruitful 
 of evil. 
 
 FIFTH LESSON. 
 
 Learn to set up and distribute words. The pupil 
 should learn to stand on both feet before the cases. 
 The height of the lower part should be about even 
 with the elbows at the sides, 
 
 19 
 
290 INDUSTRIAL EDUCATION. 
 
 SIXTH LESSON. 
 
 Learn to set up and distribute sentences. The 
 sentences should be placed before the pupil in print, 
 at least until the pupil becomes more or less familiar 
 with the lesson. 
 
 SEVENTH LESSON. 
 
 Learn to set up and distribute copy. The copy 
 may be a paragraph taken from a paper, or a book; 
 or it may be a piece of manuscript. 
 
 EIGHTH LESSON. 
 
 Learn to remove a stick full of type from the 
 stick to the galley. The pupil should first see the in- 
 structor do it a few times before trying his hand. 
 
 NINTH LESSON. 
 Learn to correct proof. In correcting proof the, 
 marks and signs of the proof-reader should be care- 
 fully noted and followed. 
 
 TENTH LESSON. 
 
 Learn to set up copy on time. Give to all the 
 members of the class the same sentences and let 
 them see which can set up the given amount first. 
 
 ELEVENTH LESSON. 
 
 Learn to make up and lock forms. The pupil 
 should not undertake this lesson until he has seen 
 the instructor do it a few times. 
 
PRINTING. 291 
 
 TWELFTH LESSON. 
 
 Learn to run the press. It will require a consid- 
 erable practice in order to run the press in a satis- 
 factory manner. The pupil should study carefully 
 the parts of the press and their uses. 
 
 THIRTEENTH LESSON. 
 
 Leara to wash the type and distribute the forms. 
 The type should be first brushed over with benzine, 
 and then washed thoroughly in lye. In distributing 
 the forms, the type may be replaced in the stick, or, 
 what is better, carried on a rule or lead. 
 
 FOURTEENTH LESSON. 
 
 Learn to do job work given out. In learning this 
 lesson, the pupil may be given an advertisement to 
 set up and print with appropriate display; or a piece 
 of poetry for the arrangement of the lines, or other 
 kinds of work, with a definite object in view. 
 
INDEX. 
 
 Accuracy of eye and hand, cultivated, by block-building, 43 ; by straw- 
 stringing, 70 ; by paper-folding, 145 ; by use of tools, 198 ; by type- 
 setting, 386 ; in paper-flower maldng, 177. 
 
 Activity, loye of children for, 4. 
 
 Advancement, 191. 
 
 Afghan stitch, 194. 
 
 Air-gun, for gymnasium, 250. 
 
 Ambidexterity, 134. 
 
 Applicants to learn printing, how and why chosen, 17. 
 
 Aprons, made in sewing-room, 354, 259. 
 
 Articles, made in sewing-room, 193, 254, 259. 
 
 Attraction, in laying colored tablets, 94 ; in picture cutting, HI ; in paper- 
 folding, 148 ; in sewing, 154 ; in paper-flower making, 177. 
 
 Auger, 235 ; use of, 226. 
 
 Auger-bit with auger-point, size of, 336. 
 
 Awl, use of, 307. 
 
 Bags, for sewing, 191 ; for gymnasium, 250, 354. 
 
 Baking-pans, for kitchen, 359. 
 
 Balls, in spool-work, 115, 116 ; in color-lessons, 83. 
 
 Basting, 155, 167, 253. 
 
 Benches, for kitchen, 359. 
 
 Bead-stringing, materials for, 80 ; series of lessons in, 80, 81, 83. 
 
 Bench-dog, 317. 
 
 Bench-hook, use of, 310, 230. 
 
 Bench pin, 230. 
 
 Bench-vice, use of, 304, 330, 237, 280, 234, 235. 
 
 Bevel-square, use of, 238. 
 
 Bias-cutting, 253. 
 
 Binding off, 176. 
 
 Binding-slat, 130. 
 
 Biscuit, kinds made, 261. 
 
 Bit, to sharpen, 328 ; use of, 334, 335, , 
 
 Bit-stock, use of, 326, 327, 
 
MDEX. 293 
 
 Blind nailing, 204. 
 
 Blocks, for blook-building, 40 ; for learning colors, 83. 
 
 Blook-buUding, 31, 40 ; materials for, 40 ; first lesson in, 43 ; series of les- 
 sons in, 64, 66, 68. 
 
 Blows, kinds of, 201 ; how to strike, 202. 
 
 Board of Education, opinion of, 14, 22, 36, 38. 
 
 Boat, double, with flsh-box ; how to fold, 147. 
 
 Bobbiu, to spool and thread, 254. 
 
 Book-bindery, 90, 95. 
 
 Book-holder, to make drawing of, 333. 
 
 Book-seller, 95. 
 
 Boring, bit for, 38, 190 ; practical work in, 332, 223 ; instruments for, 335 ; 
 materials for, 336 ; perpendicular holes, 226 ; horizontal holes, 227 ; en- 
 tirely through block, 337 ; through centre of block, 328 ; through block 
 lengthwise, 338. 
 
 Boring-machine, use of, 326. 
 
 Box, to make, 41, 382 ; lesson on, 42. 
 
 Boxes, for material, 74, 84, 188. 
 
 Braiding, materials for, 132 ; lessons in, 123. 
 
 Brace-bit, 235 ; use of, 336. 
 
 Bread, Mnds made, 261. 
 
 Broom, for kitchen, 259. 
 
 Brushes, for finishing, kinds of, 275. 
 
 Bureau, to make, 283. 
 
 Buttons, sewing on, 358. 
 
 Button-holes, making, 38, 190 ; materials for, 197 ; number required, 197 ; 
 number of lessons in, 197 ; how estimate quality of, 197 ; to make in 
 garments, 253. 
 
 Cabinet, to make, 285. 
 
 Case of trays, to make, 384. 
 
 Calipers, use of, 264. 
 
 Canvas, 256. 
 
 Card-board, 83 ; perforated, 125, 126 ; cost of, 126 ; kinds of, 150 ; review 
 work in, 255 ; cutting, 137. 
 
 Carving, 261. 
 
 Chalk, use of, 206. 
 
 Chalk-line, use of, 207. 
 
 Chisel, 38, 190 ; use of, 229-263 ; kinds of, 239, 364 ; to sharpen, 339. 
 
 Chiselling, tools for, 329 ; materials for, 229 ; lessons in, 330-249, 265-270. 
 
 Chopping-bowl and knife, 259. 
 
 Chuck, use of, 366. 
 
 Circular saw, use of, 364r-374 ; materials for, 265 ; how prepared to use, 
 274 ; gauge for, 374 ; care in running, 274 ; motion of, 274. 
 
 Cleanliness insisted upon, 96, 98, 114, 123, 14S, 156. 
 
294 INDEX. 
 
 Cloth, for sewing, 154. 
 
 Clubs, use of, 250 ; to turn, 268. 
 
 Coffee pot, 259. 
 
 Color-chart, use of, 83. 
 
 Color-lessons, 31, 40 ; materials for, 83 ; use of palette for, 83, 87 ; object- 
 lesson,' 84 ; use of flowers In, 85 ; use of beads in, 86 ; continued, 86 ; 
 use of tablets for, 94 ; in paper-folding, 98 ; in spool work, 114 ; in 
 paper-flower making, 177, 180. 
 
 Colors, primary, 86 ; talks about, 88 ; secondary, 87, 89 ; rainbow, 87, 89 ; 
 comparison of, 88 ; cultivating taste in arranging, 88 ; thankfulness 
 for, 90. 
 
 Communication, in industrial room, 192. 
 
 Composing-stick, 288 ; to handle, 389. 
 
 Cookery, books of, 260. 
 
 Cookies, kinds made, 261. 
 
 Cooking, 38 ; time for, 351 ; in high school, 252 ; materials for, 259 ; first 
 important lessons in, 359, 260, 361 ; practical illustration in, 260 ; mar- 
 keting for, 360 ; number employed in, 360 ; manner of teaching, 260 ; 
 tests, signs, and mysteries of, 860 ; guide for teaching, 261 ; practice in, 
 261 ; encouragement In, 261 ; pride of pupils in, 261 ; three important 
 attainments, 261 ; economy in, 360, 362 ; care of utensils in, 263. 
 
 Copy, to set up and distribute, 290 ; to set up on time, 390. 
 
 Course of instruction, 30. 
 
 Counting, exercises in, 45, 46, 47, 48, 54, 59, 62, 73, 74, 88, 95, 136, 134. 
 
 Crayons, use of, 83, 87, 88, 89. 
 
 Crimping, for paper-flower making, 179. 
 
 Crocheting, chain stitch, 34, 140, 143 ; proficiency in, 190 ; materials for, 
 142, 194 ; lessons in, 143, 144 ; what to observe and what to avoid in, 
 144 ; advanced, 35, 153 ; lessons in various stitches, 156 ; practice in, 
 158 ; in grammar schools, 190, 194 ; stitches learned, 193 ; articles made, 
 194. 
 
 Cross-cut saw, 274. 
 
 Cross stitches, 128. 
 
 Cube, object lesson on, 44r47 ; manipulating, 49. 
 
 Cupboards, for sewing-room, 188 ; for kitchen, 259. 
 
 Curling, in paper-flower making, 180. 
 
 Curtains, for kitchen, 259. 
 
 Cutting and fitting, 38 ; in high school, 252 ; patterns for, 253 ; materials 
 for, 253 ; lessons in, 253 ; number of lessons in, 253 ; economy in, 254 ; 
 dexterity in, 254. 
 
 Cylinder, to turn, 367. 
 
 Darning, 38, 190 ; materials for, 196 ; stocking, 196. 
 
 Department of instruction, 14, 
 
 Delicacies, for table, 361. 
 
bead centre, 265. 
 
 Deyelopment, muscular, 199 ; mental, 199. 
 
 Dictation, 49, 50, 53, 57, 59, 73, 74, 98, 83, 100, 109, 130, 133, 126, 132. 
 
 Dimension, estimating, 48. 
 
 Directions, for knitting; 176. 
 
 Dish-pan, 259. 
 
 Disobedience, cure for, 23. 
 
 Distances, laying off, 189, 37 ; tools for, 306 ; materials for, 306 ; process 
 of, 307. 
 
 Dividers, use of, 381. 
 
 Double boat, how to fold, 147. 
 
 Dovetail joint, 190, 335 ; to make, 243, 244 ; having one tongue, 244 ; hav- 
 ing two tongues, 246 ; two tongues and a half -tongue, 248 ; blfnd, 249. 
 
 Dowel joint, 190, 135 ; materials for, 240 ; to make, 241 ; half-blind, 242 ; 
 blind, 242 ; and miter, 243. 
 
 Dowel pins, 241, 242, 243. 
 
 Drawing, 40 ; in primary schools, first grade, 31, 103 ; second grade, 34, 
 107, 134 ; third grade, 33, 125, 138 ; free-hand, in fourth grade, 34, 140, 
 151 ; inventive, 35, 153, 164 ; in sixth grade, 37, 166, 184 ; in grammar 
 school, 37, 190, 349 ; object and mechanical, 249 ; and construction, 38, 
 252. 
 
 Drawing and construction, 38 ; supplementary, 280 ; value and use of, 
 280 ; success in, 280 ; lessons, how selected, 281 ; tools for, 281 ; mate- 
 rials for, 281 ; lessons in, 281-285. 
 
 Drawn-work, 356. 
 
 Drill-bit, with drill point, use of, 226. 
 
 Dumb-bells, use of, 250 ; to turn, 267. 
 
 Economy, in use of material, 112, 123. 
 
 Egg-beater, 259. 
 
 Embroidery, 38, 252 ; paper, 32, 107, 118 ; perforated card-board, 35, 135, 
 136 ; borders, 150 ; letters, designs, forms of life and beauty, 151 ; value 
 of, 355 ; materials for, 255, 357. 
 
 Enjoyment, in manual work, 148, 192. 
 
 Examinations, of work, 193. 
 
 Expenditure, for sewing-room, 188. 
 
 Facing, 253. 
 
 Feather-stitch, 356. 
 
 Files, use of, kinds of, 338. 
 
 Filler, prepared, 377 ; use of, 378. 
 
 Finishing, 38, 353 ; tools for, 275 ; materials for, 275 ; room for, 275 ; in 
 paint, 376 ; in oil, 277 ; the natural wood, bright, 277 ; dead, 277. 
 
 Firmer chisel, size and use of, 229. 
 
 Flush face, to distinguish, 330, 332, 236. 
 
 Folding and cutting, for paper-flowers, 178. 
 
296 INDEX. 
 
 Foot-power machine tools, 263, 264 ; general description of, 264 ; manner 
 
 of operating, 264. 
 Forms, in block-building, naming, 51, 54, 68 ; in straw-stringing, naming, 
 
 78 ; in tablet-laying, naming, 94 ; in paper-folding, 98 ; in stick-laying, 
 
 naming, 109 ; of life and beauty, 120, 130 ; in slatplaiting, 130 ; of use 
 
 and beauty, 142 ; in printing, to make up and look, 390. 
 Fowl, to dress and cook, 261. 
 Framing-chisel, size and use of, 229. 
 Fringe, in mat-weaving, 132 ; tying, 256. 
 Frying-pan, 259. 
 Fuel, for kitchen, 258. 
 Fund, means of obtaining, 19, 21. 
 Galleys, for printing, 288. 
 Games, 148. 
 
 Garments, made in sewing-room, 193, 253. 
 Gathering, materials for, 193 ; number of lessons in, 193. 
 Gathers, laying, 193 ; whipping, 193. 
 
 Gauge, use of, 208, 230, 231, 232, 283 ; of sewing-machine, 255. 
 Gelatine film, for color lessons, 83. 
 Geometrical figures, 76, 82, 94, 109, 130, 143. 
 Gimlet-bit, with gimlet point, use of, 226, 227. 
 Glue, use of, 240, 281. 
 Goffering, in paper-flower making, 179. 
 Goffering tool, 179 ; cushion, 180. 
 Gouge, use of, 264. 
 Grindstone, use of, 229. 
 Grace, how acquired, 144. 
 Grammar school, manner of conducting manual work in, 16 ; course of 
 
 instruction in, 37, 38 ; age of pupils in, 189 ; length of lessons in, 189, 
 
 191, 195 ; amount of work in, 189 ; studies and occupations in, 189. 
 Graining, to finish by, 279 ; when undertaken, 279. 
 Gridiron, 259. 
 Gymnastics, 40 ; in primary school, first grade, 31, 103 ; In second grade, 
 
 34, 107, 124 ; in third grade, 33, 125, 138 ; in fourth grade, 34, 140, 151 ; 
 
 in fifth grade, 35, 153, 164 ; in sixth grade, 37, 166, 185 ; in grammar 
 
 school, 37, 38, 252 ; in high school, 38, 252. 
 Half-cube, object-lesson on, 62 ; continued lessons on, 63, 65 ; combined 
 
 with cube, 63, 65. 
 Hammer, lessons in use of, 189, 37, 190, 202, 203, 204, 206 ; description of, 
 
 201 ; kinds of, 201 ; parts of, 201 ; materials for use of, 201, 230. 
 Hand-screw, use of, 227. 
 Harmony, in color, 88, 94. 
 Head-stock, 263. 
 Heat, in sewing-room, 188 ; in shop, 199. 
 
INDEX. 29ir 
 
 Heel, of plate, 215. 
 
 Hemming, 36, 166 ; lessons in, 167 ; materials for, 167 ; manner of instruct- 
 ing in, 167 ; review of, 191 ; fine, 192, 253. 
 
 High school, manner of conducting manual work in, 16 ; course of in- 
 struction in, 38 ; age of pupils in, 251 ; length of lessons, and amoimt 
 of work in, 251 ; studies and occupations in, 252. 
 
 Holders, 259. 
 
 Home, manual work at, 188. 
 
 Horse-bam, to make model of, 288. 
 
 Illustration, 174, 144. 
 
 Implements, for kitchen, 258. 
 
 Indolence, promoted by Inaction of body, 9. 
 
 Industrial work, proficiency in, 189. 
 
 Instruction, course of, 30. 
 
 Instructors, tact in, 160 ; arrangement of, for grammar schools, 187 ; 
 judgment of, 257 ; duties of, in kitchen, 260 ; opinion of, 287. 
 
 Interest, 187 ; awakened by study of mechanics, 188. 
 
 Invention, in block-building, 52, 57, 62, 68 ; in straw-stringing, 80 ; in 
 bead-stringing, 82 ; in tablet-laying, 94 j in stick-laying, 109 ; in paper- 
 embroidery, 20 ; in braiding, 123; in perforated card-board embroidery, 
 128, 151 ; in slat-plaiting, 130 ; in mat-weaving, 136 ; in paper-folding, 
 160, 162 ; in pease-work, 170. 
 
 Jack-plane, 213 ; use of, 217. 
 
 Jamestown public schools, growth of, 22. 
 
 Jellies, learning to make, 261. 
 
 Job-work, to do, 291. 
 
 Joint, mortise, and tenon, 190 ; miter, 190, 335 ; dowel, 190, 235 ; dovetail, 
 190, 235 ; purposes of lessons, 235. 
 
 Jointer, 313 ; kinds of, 215 ; manner of using, 219, 220. 
 
 Judgment, how cultivated, 201. 
 
 Kensington stitch, 257. 
 
 Kerf, 236, 338 ; to cut with scroll-saw, 372. 
 
 Kettle, 259. 
 
 Kitchen, 27; tim« for, 251 ; use of school-room for, 258 ; separate build- 
 ing for, 258 ; objectionable features of, 258 ; requirements for, 258 ; im- 
 plements and utensils for, 258, 259 ; stove for, 258, 259 ; accumulation 
 of articles for, 259 ; order and cleanliness in, 261. 
 
 Kneading-pan, 259. 
 
 Knife, use of, 306. 
 
 Knife-tray, to make, 283. 
 
 Knitting, 37, 166, 190, 195 ; directions for, 176 ; materials for, 170 ; lessons 
 in, 174 ; plain, 175 ; practice in, 176 ; review of, 195 ; number of lessons 
 in, 195 ; articles made by, 195. 
 
 Knives and forks, for kitchen, 259. 
 
298 INDEX. 
 
 Knots, to tie, 133. 
 
 Knowledge, practical, 6, 198 ; theoretical, 198 ; evidence of use of, 198. 
 
 Labor problem, how solved, 13. 
 
 Language, 31, 40, 106, 135, 140, 153. 
 
 Lathe, 38, 353 ; use of, 363 ; parts of, 363 ; materials for, 365. 
 
 Legislation, 14. 
 
 Level surface, how to make, 53. 
 
 Lever press, to make, 284. 
 
 Light, in seWlng-room, 188 ; in shop, 199. 
 
 Lines, drawing, 189, 304, 303, 306, 37, 233, 337, 338 ; tools for, 206 ; mater- 
 ials for, 306 ; parallel to edge, 208 ; using gauge for, 208 ; at right angles, 
 309 ; curved, 309. 
 
 Lumber, further use of, 307 ; for shop, chestnut, 339 ; pine, 301, 306 ; cu- 
 cumber, 223 ; hemlock, 301. 
 
 Mallet, use of, 330, 230, 331, 334 ; to turn, 370 ; for printing office, 328. 
 
 Mandrel, use of, 263. 
 
 Manual arts, in primary schools, 31, 40, 107, 125, 140, 1S3, 166 ; in gram- 
 mar schools, 184 ; in high schools, 353. 
 
 Manual training, questions regarding, 1 ; claims of, 1, 16 ; relation to 
 other studies, 7, 13 ; aim of, 2 ; influence on character, 3, 5, 83 ; muscu- 
 lar development by means of, 3 ; why children are zealous in, 4, 5 ; 
 reform by means of, 5 ; home-training continued and enlarged by, 6 ; 
 how different from Ijooks, 9 ; argument in favor of, 10 ; doubts of use- 
 fulness of, how overcome, 10 ; satisfaction, how caused by, 10 ; pro- 
 gress and happiness promoted by, 7, 13 ; practicability of, 13, 27 ; how 
 given, 14, 15 ; time for, 15, 18 ; instructors for, 18, 187 ; expense of, 19; 
 introduction of, 1, 30, 21, 23, 23, 24, 25, 26, 37, 38, 39 ; growth of, 35, 26, 
 28 ; Inexhaustible, 141 ; how carried on in lower grades, 186 ; sex in, 
 186 ; in grammar schools, 186 ; theory and practice in, 198. 
 
 Marketing, for cooking-class, 360. 
 
 Mat, of spool-work, 116, 117 ; for mat-weaving, 133. 
 
 Materials, care of, 47, 48, 50, 74, 80, 83, 85, 98, 113, 114, 118, 184, 188 ; choice 
 of, 98, 111 ; economy in use of, 112 ; carelessly used, 84 ; accumulation 
 of, 85 ; furnished by children, 85 ; arrangement of, for sewing, 154. 
 
 Mat-weaving, 33, 125, 132 ; materials for,. 132 ; value of, 134 ; plan for les- 
 sons in, 134, 135. 
 
 Measurements employed, 221-333 ; accurate, 334-349, 381-285. 
 
 Measures, for kitchen, 359. 
 
 Meats, cooking, 361. 
 
 Meat-pounder, to turn, 369. 
 
 Mechanical tools, use of, 1 ; how introduced, 26 ; knowledge of, 198 ; 
 practical work in, 331-233, 234r-349. 
 
 Mechanics, substituted for studies, 198. 
 
 Mending, 38, 195 ; desirable accomplishment, 195 ; satisfaction in, 195. 
 
INDEX. 299 
 
 Mental powers, development of, 5. 
 
 Methods, of public schools, why distrusted, 8, 9 ; how improved by 
 
 manual work, U ; primary, 186. 
 Miter-box, 336 ; use of, 310, 336 ; to make, 381. 
 Miter-joint, 190 ; material for, 386 ; to make, 336, 338, 339 ; containing 
 
 open mortise and tenon, 340. 
 Model,, for turning, 368. 
 Mop, for kitchen, 359. 
 Mortise and tenon, 88, 190 ; to make, 333, 333 ; double, open, 333 ; blind, 
 
 335. 
 Moulding-board, for kitchen, 359. 
 Mounting, pictures, 193 ; paper forms, 163. 
 Muslin, kind of, how prepared, amount required, 154, 191. 
 Nailing, practical work in, 381, 332, 334. 
 Nails, kinds of, 301 ; to drive flush, 304 ; to drive horizontally, at right 
 
 and left, 304 ; to drive by first process, 303 ; to drive with nail set, 303 ; 
 
 to drive in a line, 303 ; to withdraw, 306. 
 Nail-set, 301 ; use of, 303, 379. 
 Natural forces, contact with, 1. 
 
 Nature, an aid to learning color, 83, 87 ; how to imitate, 183. 
 Needles, worsted, 118 ; to thread, 130 ; for perforated card-board embroi- 
 dery, 136 ; for mat-weaving, 133; for crocheting, 142 ; how to hold, 143 ; 
 
 for knitting, 174 ; how broken in sewing-machine, 255. 
 Needle-work, artistic, 353. 
 Numbers, 31, 40, 106, 135, 140, 153. 
 Objects, 31, 40, 106. 
 Oblong block, object-lesson on, 64 ; naming, 64 ; manipujation of, 64 ; 
 
 continued lessons in, 64 ; combined with cube, 64, 66, 68. 
 Observation, cultivated, 88, 111. 
 Oils, for finishing, 375 ; use of, 278, 279. 
 Oil-stone, use of, 216, 229. 
 Old hen, how to fold, 147. 
 
 Original devices, for introducing manual work, 34. 
 Originality, necessary for instructor, and for pupil, 63, 98, 105, 106. 
 Outlining, 356. 
 Overcasting, materials for, 193 ; manner of, 193 ; number of lessons in, 
 
 193 ; seams of garments, 353. 
 Over and over, lessons in, 154 ; hints for, 155 ; review of, 191. 
 Pails, for kitchen, 359. 
 Paints, for finishing, 875 ; use of, 376. 
 Paper, object lesson on, 95 ; cutting, HI, blotting, 120. 
 Paper embroidery, materials for, 118 ; preparations of materials for, 118 ; 
 
 designs for, 118, 130 ; manner of doing, 133 ; hints for, 132. 
 
300 mnsx. 
 
 Paper folding, 31, 40 ; materials for, 95, 145 ; simple forms in, 98, 100 ; 
 conducting lessons in, 102 ; rule for, 102, 146 ; advanced, 34, 140, 145 ; 
 folding and mounting, 36, 153, 160 ; plan for lessons in, 163. 
 
 Paper-flower making, 37, 166 ; materials for, 176 ; lessons in, 177 ; general 
 suggestions for, 183. 
 
 Paring chisel, use of, 383. 
 
 Paste, 113. 
 
 Paste-board, 90. 
 
 Patching, 38, 190 ; materials for, 196 ; manner of, 196. 
 
 Patchwork, 193. 
 
 Patterns, for' cutting and fitting, 353 ; enlarging, 353 ; cutting, 353 ; for 
 scroll-sawing, 373. 
 
 Pearl stitch, described, 156 ; how varied, 157. 
 
 Pease-work, 36, 166 ; lessons in, 16S : materials for, 169 ; object of, 169 ; 
 relation of, to previous occupations, 169 ; caution, 170 ; plain and 
 elevated forms in, 170 ; plan for lessons in, 170. 
 
 Pease, how procured and prepared, 169 ; object lesson on, 170. 
 
 Penmanship, in primary schools, fourth grade, 34, 140, 151 ; in fifth grade, 
 35, 153, 163 ; in sixth grade, 36, 166, 184 ; in grammar school, 37, 190, 
 349. 
 
 Pencil, use of, 306 ; kinds of, 381. 
 
 People, opinion of, 87. 
 
 Perforated cardboard embroidery, 33, 35, 135, 136 ; materials for, 136 i 
 lessons in, 136 ; plan of lessons for, 137 ; advanced, 34, 140, 150 ; plan 
 of lessons in, 150. 
 
 Physical culture, in high school, 38, 358. 
 
 Physical world, knowledge of, 4. 
 
 Picture cutting, 33, 107, 111 ; materials for. 111 ; fascination of, lU ; by 
 outline and by margin, 112. 
 
 Picture, study of, 113 ; mounting, 113. 
 
 Pins, for spool-work, 115 ; number of, 115. 
 
 Plane, uses of, 313 ; lessons in, 213, 190 ; kinds of, 313 ; parts of, 214. 
 , Plane-iron, 215 ; to remove from stock, 215 ; to sharpen, 316 ; to replace 
 in stock, 316 ; to adjust, 817. 
 
 Plane surface, to test evenness of, 819. 
 
 Planing, 37 ; tools for, 313 ; materials, 815, 830 ; other materials utilized 
 for, 315 ; manner of, 318 ; to keep board equal thickness, 318; practical 
 work in, 333, 333, 234 ; caution, 824. 
 
 Pole, use of, 306. 
 
 Poppy, to make, 181. 
 
 Press, cost of, 887 ; to run, 391. 
 
 Primary schools, subjects of study and practice, 15 ; organizing for intro- 
 duction of manual work, 15 ; preliminary work in, 34 ; course of in- 
 struction in, 31, 33, 33, 34 ; age of pupils in, 39, 106, 135, 140, 153, 166 ; 
 
INDEX. 301 
 
 length of lessons and amount of work in, 39, 63, 80, 102, 106, 111, 135, 
 
 134, 140, 145, 153, 166, 184 ; studies and occupations in, 40, 106, 125, 140, 
 
 153, 166. 
 Printers, number of, 287 ; how chosen, 287. 
 Printing, in grammar and high schools, 16, 17, 38, 190, 252 ; time for, 17, 
 
 287 ; number of pupils engaging in, 17, 287 ; value of, 17 ; lessons in, 
 
 289, 290, 291 ; growth of department of, 23, 28 ; materials for, and cost 
 
 of, 387; outfit for, 287. 
 Printing office, instructor for, 18, 288 ; opening of, 22 ; number employed 
 
 in, 28 ; important feature, 287. 
 Frofloienoy, 156, 191, 193 ; in easy worlc, 194 ; in knitting, 195. 
 Program, requirements of, 106, 39, 186, 351. 
 Proof, to correct, 290. 
 Protractor, 336 ; use of, 381. 
 Publications, use of. 111. 
 Public opinion, 15. 
 Pulley, use of, 363. 
 Pumice stone, use of, 375 ; 378. 
 Pupils, how chosen for shop, sewing-room and printing office, 188, 381 ; 
 
 welfare of, 199. 
 Purl, learning to, 175, 195. 
 Putty, for finishing, 375 ; use of, 376. 
 Pyramid, to turn, 267, 270. 
 Quoins, for printing, 388. 
 Range, 358. 
 Kainbow, 87. 
 
 Recipes, for cooking, 360. 
 Reoitation-room, in primary work, 186. 
 Relishes, learning to prepare, 361. 
 Requirements, in grammar schools, 187. 
 Resonant cases, to make, 285. 
 Reviews, 40, 57, 72, 85, 88, 97, 109, 191 ; emphasized, 103 ; aim of, 104 ; 
 
 manner of conducting, 104 ; value of, 105, 143. 
 Rip-saw, 274. 
 Rolling-pin, to.tum, 267. 
 Rule, use of, 207. 
 Ruling, methods of, 207, 208, 209. 
 Running, materials for, 192; time for lessons in, 193. 
 Sail-boat, to fold, 447 ; to make model of, 383. 
 Salads, learning to make, 361. 
 Salvage, for over and over, 191. 
 
 Sand-paper, use of, 41, 323, 225, 267, 269, 270, 275, 276, 277, 278, 279. 
 Satin stitch, 356. 
 Saw, its uses, 37, 189, 190, 210 ; kinds of, 210, 363 ; hand, 310, 
 
302 INDEX. 
 
 Saw-horse, use of, 210 ; drawing of, 233 ; to make, 282. 
 
 Sawing, Impiements used for, 210 ; power employed for, 210 ; materials 
 for, 210, 220 ; at right angles, 210 ; care observed in, 211 ; to determine 
 accuracy in, 211 ; to finish, 211, 213 ; strip from board, 211 ; with hack- 
 saw and bench-hook, 313 ; with baok-saw and miter-box, 212 ; at any 
 angle, 213. 
 
 School-room, general, for primary work, 186 ; for grammar school, 187. 
 
 Sciences, objective, 153, 140. 
 
 Scissors, 111 ; where purchased, 126. 
 
 Scrap-book, how made or procured, 113 ; arrangement of pictures in, 114. 
 
 Scrap-book making, 32, 107, 113 ; materials for, 113. 
 
 Screens, for kitchen, 258. 
 
 Screw-driver, 330. 
 
 Scroll-saw, construction of, 263 ; manner of using, 263, 271 ; materials 
 for, 265 ; to adjust, 371 ; learning to operate, 271 ; to run against pres- 
 sure, 372 ; to cut straight kerf with, 273 ; to saw from centre in different 
 directions with, 373 ; making articles of use with, 373 ; designs for, 273; 
 use of patterns with, 373 ; number of lessons in use of, 373. 
 
 Seam, or purl, learning to, 175. 
 
 Seams, fastened, 255. 
 
 Second primary school, manner of conducting manual work in, 16 ; course 
 of instruction In, 34, 35, 36. 
 
 Self-respect, how promoted, 199. 
 
 Self-support, 8, 3. 
 
 Sentences, to set up and distribute, 390. 
 
 Serving, 261. 
 
 Sewerage, 258. 
 
 Sewing, plain, 191 ; materials for, 154, 193 ; running, 192 ; gathering, 193 ; 
 stitching, 193 ; overcasting, 193 ; mending, 195 ; patching, 196 ; over 
 and over, 35, 153, 154 ; as related to machine-Work, 254. 
 
 Sewing-machine, 38, 254 ; when purchased, 254 ; as a rival of hand-work, 
 254 ; parts of, 254 ; how to care for, 254, 355 ; to tread, 354 ; lessons for 
 practice on, 355 ; attachments for, 355 ; running too rapidly, 355 ; 
 desirable for operator of, 255 ; practice in use of, 255 ; number of les- 
 sons for, 355. 
 
 Sewing over and over, 35, 153, 154 ; materials for, 154. 
 
 Sewing-room, instructor, 18, 188 ; temporary provision, 25 ; permanent, 37; 
 number employed in, 28, 187 ; occupation in, 188 ; furnishing and ar- 
 ranging, 188 ; facilities of, 188 ; how lighted, heated, and ventilated, 
 188 ; rules for regulation of, 188. 
 
 Shelves, for sewing-room, 188. 
 
 Shirt-bosom, <ov stitching, 193. 
 
 Shop, temporary provision for, 36 ; fund for erecting and furnishing, 26 ; 
 permanent, 27 ; description of, 27 ; number employed in, 38 ; capacity, 
 
INDEX. 303 
 
 187 ; material supplied from, 188 ; instructor for, 188 ; value of, 198 ; 
 
 requirements for, 199 ; tools for, 200; convenience in arranging, 300 ; 
 
 made pleasant and attractive, 200. 
 Shuttle, to thread, 354. 
 Sieve, for kitchen, 359. 
 Skillet, for kitchen, 259. 
 Skimmer, for kitchen, 259. 
 
 Slat-plaiting, 33, 135, 128; materials for, 128; lessons in, 128, 130; ad- 
 vanced, 34. 140, 141. 
 Slats, material of, 138 ; where purchased, 128 ; dimensions of, 138 ; cost 
 
 of, 128. 
 Sliding-rest, 268. 
 Slip, how made, 178. 
 Slipper-stitch, to make, 157. 
 Slipping, in paper-flower making, 178. 
 Slipping-knot, 144. 
 
 Smoothing-plane, 213 ; manner of using, 219. 
 Sociability, in industrial room, 198. 
 Sole, of plane, 315. 
 Sonometer, to make, 285. 
 Soup, learning to make, 261. 
 Special departments, 20. 
 Specimens, of work, 80, 100. 
 Spindle, use of, 263. 
 Spools, for spool-work, 114. 
 Spool-work, 31, 114, 117 , materials for, 114 ; lessons in, 115 ; manner of 
 
 doing, 116 ; hints for, 116. 
 Spoons, for kitchen, 259. 
 Square, use of, 207. 
 
 Staining, in paper-flower making, 180 ; in finishing wood, 278. 
 Stands, for sewing-room, 188 ; to make, 283. 
 Stick, dimensions of, 107 ; object lesson on, 107 ; manipulation of, 107, 
 
 109. 
 Sticks, composing, 288. 
 Stick-laying, 32, 107 ; materials for, 107 ; graduated series of lessons in, 
 
 107, 109. 
 Stitch, to regulate, 254. 
 Stitches, casting on, 174, 195 ; fancy, 194. 
 
 Stitching, materials for, 193 : opportunities in, 193 : time for, 193. 
 Stock, 315. 
 
 Stove, for kitchen, 258, 259. 
 Straight line, to draw, 267. 
 Strainer, for kitchen, 259, 
 
304 INDEX. 
 
 straw-stringing, 31, 40 ; materials for, 70 ; object lesson in, 70 ; same 
 length, 73 ; continued lessons, 75. 
 
 Study, child's distaste for, 4, 5. 
 
 Swimming-duck, to fold, 148. 
 
 System, necessity for, 24. 
 
 Table, to lay, 861 ; to preside over, 861 ; to make; 884 ; to make for labora- 
 tory, 284: 
 
 Table-cloth, to fold, 145. 
 
 Table-cloth form, to fold, 146 ; double, to fold, 148. 
 
 Tables, for sewing-room, 188 ; for kitchen, 859. 
 
 Tablet-laying, 31, 40 ; materials for, 90 ; aeries of lessons in, 90, 92, 94 ; 
 object lesson, 92. 
 
 Tablets, kinds of, 90 ; colored, 90, 94 ; square, 93 ; manipulating, 93, 94 ; 
 number of, 93 ; oblong, 93 ; combinations qf , 93 ; triangles, 98, 94. 
 
 Table-leg, to turn, 369. 
 
 TaU-stook, 863, 366. 
 
 Tapers, use of, 188. 
 
 Taste, eultiyation of, 88, 94, 113, 118, 177, 184, 253, 286. 
 
 Teachers, co-operation of, 10, 22. 
 
 Tea-kettle, for kitchen, 259. 
 
 Tea-pot, for kitchen, 259. 
 
 Temperature, in shop, 199 ; in sewing-room, 188. 
 
 Tenon, to make, 833. 
 
 Tension, to regulate, 854. 
 
 Test-tube rack, to make, 884. 
 
 Thimbles, where obtained, 130, 186. 
 
 Thread, for gathering, 193 ; to suit fabric, 193, 196 ; drawing, 353 ; to cut, 
 855 ; for crocheting, 194. 
 
 Throat, of plane, 815. 
 
 Tinting and staining, in paper-flower making, 180. 
 
 Tin-ware, for kitchen, 859. 
 
 Tissue-paper flowers, 176 ; materials for, 176 ; introductory lessons in, 177. 
 
 Toe-nailing, 804. 
 
 Toe, of plane, 815. 
 
 Tool-chest, to make, 283. 
 
 Tooth-picks, use of, 107, 169. 
 
 Towels, for kitchen, 854, 859. 
 
 Tower, learning to make, 385. 
 
 Trays, for slides, to make, 384. 
 
 Tread, of foot-power machine, 863. 
 
 Triangle, for drawing and construction, 881. 
 
 Trimming, 253. 
 
 Triple stitch, to make, 158. 
 
 Try-square, use of, 806, 880, 830, 331, 333, 
 
INDEX. 305 
 
 Turning, to make a cylinder, 266, 267; to make a pyramid, 267 ; to make 
 dumb-bells, 267 ; to make Indian clubs, 268 ; to make roUlng-pin, 268 ; 
 to make meat-pounder, 269 ; to make table-leg, 269 ; to make mallet, 
 270 ; other lessons in, 270. 
 
 Twisting, 123. 
 
 Type, kinds necessary, 287, 288 ; cost of, 287, 288 ; to learn names of, 289 ; 
 to remove from stick to galley, 290 ; to wash and distribute, 291. 
 
 Type-setting, applicants for, 17 ; educational features of, 286 ; concentra- 
 tion acquired by, 286 ; study of language gained by, 286 ; learning 
 orthography by, 286 ; practical value of, 286 ; relief afforded pupil by, 
 286 ; number engaged in, 286; outfit, how supplied, 288. 
 
 Underwaist, how made, 253. 
 
 Upper case, to learn, 289. 
 
 Use, articles of, from sewing-room and shop, 151, 116, 167, 194, 195, 199, 
 221, 222, 333, 224, 225, 253, 255, 273, 281, 282, 283, 284, 285. 
 
 Utensils, for kitchen, 258. 
 
 Varnish, for finishing, 275 ; use of, 278, 279. 
 
 Vase, how to fold, 147. 
 
 VentUatlon, of sewing-room, 188 ; of shop, 199 ; of kitchen, 258. 
 
 Wands, use of, 250. 
 
 Wash-bench, to make working drawing of, 234 ; elevation of, 325 ; con- 
 struction of, 225 ; to make, 283. 
 
 Water, for kitchen, 358. 
 
 Water-wheel, how to fold, 146. 
 
 Wedge, use of, 212. 
 
 Wheel-band, 263. 
 
 Whef^stone, use of, 238. 
 
 Wind-mill, how to fold, 146. 
 
 Wire edge, 316. 
 
 Wood-box, 259. 
 
 Wood, superfluous, to remove, 231, 332, 333, 334, 335, 240, 246-249 ; to imi- 
 tate, 278. 
 
 Wood-work, tools for, 359. 
 
 Wools, for spool- work, 114 ; for braiding, 133 ; for cardboard embroidery, 
 136 ; practice in winding, 137 ; for crocheting, 143, 194. 
 
 Words, to set up and distribute, 289. 
 
 Work-box, to make, 283. 
 
 Work, carelessly done, 57, 159, 194, 353 ; cleanly and careful, 98 ; how 
 labelled, 118, 133, 193 ; imperfect, 191. 
 
 Work-room, in grammar school, 186, 187. 
 
 Working-tools, object of lessons in, 300. 
 
 Worsted, for color lessons, 83 ; for spool-work, 114 ; how to wind, 115, 
 159 ; for paper embroidery, 118 ; for braiding, 123 , for cardboard em- 
 broidery, 136. 
 
306 INDEX. 
 
 Writing, 40 ; in primary schools, first grade, 31, 103 ; in second grade, 33, 
 
 107, 124 ; third grade, 33, 125, 138. 
 Yam, for color lessons, 83 ; for spool-work, 114 ; for paper embroidery, 
 
 130 ; for braiding, 133; for crocheting, 143, 194 ; how to hold, 143 ; for 
 
 knitting, -ITi 
 Zephyr, single, split, double, for spool-work, 114; for paper embroidery, 
 
 118. 
 
 INDEX OF ILLUSTRATIONS. 
 
 Bead-stringing, 81. 
 
 Block-bnilding, 53, 56, 58, 61, 65, 67, 69. 
 Braiding and twisting, 117. 
 Crocheting, 143. 
 Hemming, 168. 
 Knitting, 143. 
 Learning colors, 89. 
 Mat-wearing, 135, 137, 139. 
 Paper embroidery, 119, 181. 
 Paper-folding, 101, 149, 161, 163, 165. 
 Paper-flower making, 183. 
 Pease-work, 171, 173, 173. 
 Perforated cardboard embroidery, 129. 
 Sewing over and over, 168. 
 Slat-plaiting, 131, 133. 
 Spool-work, 117. 
 Stick-laying, 108, 110. 
 Straw-stringing, 77, 79. 
 Tablet-laying, 91, 93 
 Threading needle, 143. 
 
 Wood-work— the hammer, 205, 314 ; the plane, 314; miter-box, 245 ; dowel- 
 joint, 345 ; mortise and tenon, 345 ; dovetail joint, 247. 
 
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