The Sloyd System Of Woodworking - Hoffman

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Shelf. H.6UNITED STATES OF AMERICA.

THE SLOYD SYSTEM

WOOD WORKING liUIEF DESCRIPTION (tFTHE EVA KODIIE MODEL AND AN HISTORICAL SKETCH OF THE CROWTH OF THE MANUAL TRAINING IDEA

WITH A

HOFFMAN,

B. B.

A.B.

SUPEKINTENDENT OF TUB BARON DE HIKSCII FUND TUADE 8CUOOLS

-

JUL

NEW YUUK

•

2^

CINCINNATI

:•

CIHCAGO

AMERICAN BOOK COMPANY

SEIUES

COPYKIOHT,

1893,

BY

AMERICAN BOOK COMPANY.

Press of

Astor

& Co. New York

J. J. Little

I'lace,

/- '3/VOl

PREFACE. The

object of this

book

is

to give

an account

tlieoiy and practical application of the System" of manual training. Although the principles upon which this system has been founded are very fully explained in the two New York educational monographs of the

of the " Niliis

College "

for

The Sloyd

the Training in the

Otto Salamon, and

mentary Schools

of Teachers,

Service of the "

School,"

Manual Training

for Boys,"

by A.

entitled

in

by Ele-

a full

Slu3^s,

exposition of the subject as taught in the

Niiiis

Sloyd Seminarium, and as incorporated in the

Swedish public schools, has not as yet appeared.

The author hopes that the following chapters

may

in

a measure supply this want.

In the chapter on the practical work, as few technical expressions as possible have been used, so that a teacher

who may have had no

experience in work of this kind less

may

previous

neverthe-

be able to follow out a course of manual 5

PREFACE

G

training in wood-work without any outside assistance.

Chapter

III.

a

is

translation "

Director Otto Salamon's

of

Book

V.

of

Sloyd och Follvskola"

C'Sloyd and the Public School"), which gives an

account of the history of the manual training

Chapter VI.

idea.

mon's

article

Bok" ("Northern The book of the

a translation of Mr. Sala-

is

on Sloyd in the "Nordeska Familie also

models of

Encyclopedia"). includes a

Eva

the

and drawings Rodlie System for list

children of the age of five to eleven years.

the

"

Pratiska Arbetskolan in Gothenburg,

School")

taught for a

number

" (" Practical

this

In

Working

system has been

of years, and has

met with

considerable success, filling the void between the

Kindergarten and the

The

author

"

desires

Naas System." to

express

his

sincere

thanks to Director Otto Salamon, Mr. Alfred Johannson, Mr. Jacob Hyberg of Niiiis, SAveden,

and for

to

Mr. George E. Tuthill of

valuable

this work.

assistance

in

New York,

the preparation

of

CONTENTS. Chapter I.

Page

The Theory

of the Sloyd

The Need

System of Wood- Working

9

Manual Training

for

...

Various Systems of Manual Training

12

A

23

Love

for

Work

Respect for Rough Bodily Labor Self-reliance Ordei'

25

and Independence

26

and Exactness

28

Attention

29

Industry and Perseverance

30

Physical Power

31

The

Chest, Head,

Position in

To Train

and Feet

34

Sawing and Planing

the

Eye

to the Sense of

General Dexterity of II.

9

35

Form

30

Hand

36

Special Arrangements of the Sloyd

Many Forms Arrangement

of

39

Manual Work

39

of the Models

44

Tools

Age

45

of Pupils,

Who

Length of Lessons,

shall be the

Teacher

46

etc

47

."

Individual and Class Teaching

48 7

CONTENTS

8 Chapter

Page

HI. The History of

Manual Training

53

Development of the Idea in Europe

53

IV. Alfred Johannson's Nilas Model Series

Otto Salamon's Introduction

91

The

90

Naiis

Models

Fundamental

Series.

Town Elementary High School V.

VI.

91

101

Series

...

Series

Eva Rodhe's Model

191

201

219

Scries

Introduction

219

The Eva Rodhe Models

223

The

Progi'ess of the Sloyd in the

Elementary

Scliools

Extension of the Movement in Europe and America

235 235

CHAPTER

I.

THE THEORY OF THE SLOYD SYSTEM OF WOOD-WORKING.

THE NEED FOR MANUAL TRAINING.

rpiHAT -L

book-training alone

educate the child

is

is

not sufficient to

shown by the

fact that

during the past twenty years, throughout both

Europe and America, various systems of handiwork have been introduced in the schools

craft as

part

of the

elementary

educators and teachers

school

in all

instruction,

countries

liavino-

found something lacking in the ordinary form of public education.

They saw

that the

youth, who, after leaving

the school, started out to

was in

many

cases

make

his

own

quite unable to do

naturally the question arose

:

" Is

living, so,

and

the present form

of public education of a nature calculated to

the child for a useful career in

reforms

can

be

instituted

life?

so

that

If not,

fit

what

the school

THEORY OF THE SLOYD SYSTEM

10

instruction will be better able to meet the exigencies of life

In

all

and the demands of the times ?

"

educational circles these questions have

been discussed; and, as a direct that different systems of

result,

we

find

manual training have

been applied as remedies.

The

chief

arguments, and those which have

some of the present European systems of manual training, are the so-called " Economic " and the " Educagreatly influenced the adoption of

tional " arguments. (3n the

one hand, the

"

Educational

"

advocates

urged that in order to systematically develop the natural forces

it

was necessary, from a psychoto try to give to the child

logical point of view,

means of delinand construction, and thus to add to the In other power of mere verbal description. " words, It is more natural for the boy to be able to draw a sphere, or to make one out of wood the ability to express objects by

eation

or clay, than to understand the geometrical definition of a sphere."

On was

Economic " argument more particularly upon the social and

the other hand, the

l)ased

industrial benefits to

To the "

"

l)e

"

"

derived from the training.

Economic arc;umcnt was added the The researches of Hughlings,

Physiological."

THE NEED FOR MANUAL TRAINING Jackson,

and

Ferrier

were

frequently

11

quoted.

Their experiments proved that the brain as

is

not,

was formerly supposed, a single organ acting

as a whole,

more or

but a congeries of organs capable of

independent action.

less

In speaking of these experiments, and their

connection with early manual education, a recent writer says

''As the development of the motor

:

centers in the brain

hinges,

in

a great degree,

upon the movements and

exercises of youth,

will be readily understood

how important

is

it

the

nature of the part played by the early exercise of the

hand

in

evoking inherited

skill

and

in

creating the industrial capabilities of a nation.

''There can be no doubt that the most active

epoch in the development of these motor centers

from the fourth to the fifteenth year, after which they become comparatively fixed and stubborn. Hence it can be understood that bo^^s and girls whose hands have been left altogether unis

trained

up

to the fifteenth

year are practically

manual efficiency thereafter." The " Economic " advocates stated, furthermore, that by cramming the children's heads full of l)Ook-studies, and by withholding from them the incapable of high

exercise of their hands, the skill of a future race

of mechanics was being destroyed.

THEORY OF THE

12

SYSTEM

SLOT!)

VARIOUS SYSTEMS OF MANUAL TRAINING.

Of the various systems

of

manual training

that

have been introduced in the elementary public schools of Europe, the Delia Vos in Russia, the Sctlicis in France, and the Sloyd in Sweden, Norway, Denmark, Finland, and recently in special schools in England, are the

Germany, Belgium, and

Italy,

most prominent.

The French system, under the name of JJenseignement da Travail Manuel, was made compulsory in the public schools in 1882.

was mainly due to tlie efforts of M. Buisson, Director of Primary Instruction, that in this year a special normal school was created in France, It

in

which wood-working

bench and

at the

lathe,

and turning-lathe, drawing, modeling, molding, and iron-working

in

with

smithery,

the

vise

graphic designing were the principal subjects of instruction.

natural

Experimental

history,

fencing,

physics,

and

chemistry,

fire-practice

were

likewise taught.

This institution was founded after a vote liad

been

taken

March of

in

1882.

the

Chamljer

of

Deputies,

in

Admission was granted by com-

petition to forty-eight

school-teachers, graduates

of the University de France.

It

was a one-year

VARIOUS SYSTEMS OF MANUAL TRAINING To-day we

course.

find

each

that

13

year about

hundred students are being graduated from

fifteen

the various normal schools in France. "

In

Salicis, "

General A.

nearly

late

Inspector-

our primary high

all

and most of our forty thousand elemen-

schools,

tary

the

said

years,"

fifteen

schools

for

boys

ought

to

provide

our

male children of the working classes with the instruction which will fit them for the future they have in store. If we do not 2,750,000

speak of the to a in

certain

manual

girls, it is

because they have already,

extent,

a suitable

primary course

training,

consisting

of

needlework,

cutting out, and dressmaking."

The in the

object of this system

is

clearly expressed

words of the French minister of public

instruction

"

:

The love

for

work can only come

through the habit of working the habit of

the love for

;

and,

reciprocall}'^,

work can only come by implanting

it."

In short, from this early acquired taste should be

engendered

pensable

a

precocious

condition

of

future

ability

—an

excellency,

indis-

and

consequently a condition of economic success in foreign markets.

In 1868 a systematic method of teaching the arts of turning, carpentering, fitting,

and forging

THEORY OF TUE SLOTD SYSTEM

14

was introduced in the Imperial School

Mos-

at

cow, under the directorship of Victor Delia Vos.

These

arts

sidered to

were taught because they were conbe the foundation

of

all

mechanical

pursuits.

who

Furthermore, the school council, rated this system, found

it

inaugu-

necessary to separate

the school shops from the mechanical works, ad-

when they had

mitting pupils to the latter only

perfectly acquired the principles of practical labor.

was done in order

Tliis

teaching of elementary practical as for the

work, as well

more convenient supervision of the

pupils while practically employed.

known

symmetrical

to secure a

It is the first

instance of such an arrangement.

primary

Tlie

object

of

the

Russian method

manual work, the purpose of fitting him

was to

teach

directly

for

the

child

if

not a

for

future vocation in the arts or trades, at least in

order

to

should future

make him more

select

work

Since

in

1872

capable,

in

some mechanical pursuit

case

he

as

his

life.

the

stud}^

of the

Sloyd

in

the

Folkskola (public school) of Sweden has created tlie

most intense

interest.

of manual training in

The Sloyd,

a S3^stem

wood and metal work,

taught as an optional study in

fifteen

is

hundred

VARIOUS SYSTEMS OF MANUAL TRAINING

Sweden

schools in

to

15

boys of the age of ten to

fourteen years.

At the present

time, the JSfdas System, arranged

by Otto Salanion, director of tlie Nails Normal College, has been universally adopted. This has been called the Sloyd System.

The

educational.

faults of

Its object is solely

the old

method

of

teaching only theoretical subjects being recognized, the best ideas of the teachers in this field were stud-

and a method was formulated which combines hand and head work in the simplest way possible. The word system is meant to convey the idea of a plan running through the work, which rests on a scientific basis and holds good for those classes for which it is intended.

ied,

In speaking of the Sloyd System,

it is

necessary

not to confound the Sloyd series of models with the system

A

series of

itself.

models

expression of an

The two are entirely distinct. never more than the outward

is

idea.

Models of almost any

kind could be constructed upon the princi])les that underlie those of the Naas series, and, though very different in form, they might have

equal

educational advantages, and might even be more applicable

point of

in

certain instances.

It is

from the

view of the system that the models

should be judged.

THEORY OF THE SLOTD SYSTEM

16

The word Sloyd (Swedish, /Slojd) is derived from the Icelandic, and means dexterity or skill. In old Swedish, we find the adjective slog (artistic

word in

is

In the

or skillful).

Low German

Kl'utern has a similar signification.

Sweden a

as Sloyders,

distinct class of

whom we would

trades," as they are able to

Slojd exists in

trial

workmen known

call

"jacks of

all

do various kinds

of-

The Swedish

meaning, referring to the educational

restricted

In English

training

There

word other languages, but has a more

odd jobs about a house.

idea.

dialect, the

as

it

distinct

is

synonymous with manual

from technical and indus-

training.

The problem which confronted the educators was how to create a manual training system which would be a true factor in public education. Pul)lic education

is

designed to be a systematic

infiuence for the good, exercised

by the teacher

upon the minds and characters of the pupils aims to make them more difficulties of life,

and thus

fit

to

to

;

it

cope with the

make them

use-

and honorable members of the community. Would manual training be of material aid in this ful

direction

?

The immediate

object of all })ublic education

being thus defined, teachers came to the conclu-

VARIOUS SYSTEMS OF MANUAL TRAINING

17

sion that the instruction should be imparted not

only for the sake of the actual knowledge to be derived, most of

which must of necessity in time means of devel-

be forgotten, but principally as a

oping the character.

At one time

was thought best to allow the liome influence to be the sole guide in the formait

tion of character, but the error of such a course

became evident when it was considered that it was impossible to determine whether the home influence would be exerted for the good or for the

Again,

evil.

tlie

duties of the parents were

found at times to be of

such a nature as to

prevent their giving the proper attention to the education of their children.

was therefore decided that the work of elevating each life should be carried on in the school, It

where the child is competing all the time for some desired goal, and consequently soon begins to feel the necessity of knowing and doing. He feels this in the school even more than in

home

the

little

;

for the school is to the child like

world, which has

the larger one for which

he

in is

a

with

preparing him-

becomes the duty of the school train the heart, the mind, and the body har-

self.

to

much

common

It therefore

moniously.

THEORY OF THE HLOYD SYtiTEM

18

Since the work of the school

is

so important,

and since the entire school life of most children must be limited to a period of from six to eight years, it seemed desirable that the school should arrange its course of study and its methods of instruction in such a Avay that each subject would be a means of educational development. Any did fulfill this which not requirement subject was

No

not to be taught.

simply

subject was to be taught

the sake of imparting information.

for

By experiment

it Avas

found that manual work

tended to develop character, mind, and body, and that

it

gave such information as was necessary

and useful increasing

work.

It

school

after the

in

each

period was passed,

individual

the

capacity

was therefore decided that

it

among the school studies. We must now distinguish between the

for

should

hold a place

object of all systems of

manual

special purposes to be served

training,

general

and the

by the system here

under consideration.

The

object of introducing

the puldic schools

make mechanics. we expect our

into

well defined by Prof. C. M.

is

Woodward, when he

manual training

says

We

pupils to

:

"

We

do not wish to

teach banking, not because

become bankers

;

we

teach

drawing, not because we expect to train architects,

VARIOUS SYSTEMS OF MANUAL TRAINING

and we teach the use of the properties of materials, and the meth-

artists,

tools,

or engineers

ods of the to

19

become

;

not because we expect our boys

arts,

We

artisans.

teach

them the United

and some of the Acts of Conwe expect them all to become congressmen. But we do expect that our boys will, at least, have something to do with bankers, and architects, and artists, and engineers, and artisans and we do expect all to become good States Constitution

gress,

not because

;

citizens.

Our

great object

is

educational

;

other

objects are secondary."

The Sloyd has

object* to give an by teaching branches and by imparting a general

for its

indirect preparation for

of certain

trades

dexterity to the

hand

first

life

—

to train the

hand

as the

obedient servant of the brain.

The Swedes

set

ing the boys in special trades;

out to accomplish this by teachthe

schools

the rudiments of

they discarded that system some

years ago, adopting the present one in

its

stead.

* These are the aims of the Sloyd instruction as set forth by Director Otto Salamon in his lectures. It will of course be understood that any statement of results to be achieved must in a great measure be conditional yet the object of the work, and the probable effects, must surely be best known to him who has arranged the course, and who has daily watched its effects upon the minds and characters of many hundreds of ;

children.

THEORY OF THE

30

SYSTEM

SLOYl)

Experience taught them that the boy was not old

enough choose.

taught,

to

know what

])articular trade

he should

Again, usually only one trade could be

and

not accomplish

of course, did

this,

aim with which the instruction was given. a practical point of view, any one of the

the

From

important trades

as necessary as the other.

is

It was impossible to teach any one trade thoroughly in so short a time as could be devoted

to

it

left

at scliool

impressed Avith

the scliool

that they were competent

such a

})art

and

How

workmen.

at the

is

to

develop

same time

positive useful information.

fatal

stated.

object of the Sloyd

the mental faculties,

children

the false notion

need hardly be

spirit was,

The second

many

and, as a result,

;

to im-

As Froebel had

provided a system which gave expression to this idea by creating the kindergarten, and as he had felt

that this was a principle which

late

every step in

tiie

child's education, so

this end, also, that the It

to

Sloyd aims.

been preaching for a long time

of giving

activity.

also

it is

embraces the doctrine which educators and

teachers have that

would regu-

to

IMan do.

a is

He

and must embody

practical

direction to mental

not only born is

a

to

think, but

creative animal;

his ideas in form.

he can

VARIOUS SYSTE3IS OF MANUAL TRAINING

The third object of the Sloyd means of intensifying intuitions,

is

21

make

to

it

a

tliereby giving

As

a clearer insight into the nature of things.

Herbart desired to see instruction more concentrated,

all

the

closely

subjects

interwoven, the

one serving to aid in the comprehension of the other

—so

Sloyd,

the

combining

in

the

theo-

and practical, by teaching the elements of the arts and sciences, and the method of construction and illustration, aims to excite the retical

intuitive faculty. It is

will

hardly likely that the

be -adequate

to j)rovide

efforts of a child

accurate

scientific

apparatus to be used in the class-room, but the

making

of oljjects directly

theoretical

increase

studies will

the Avork and excite

connected with

new

the

interest

the in

ideas.

Sloyd aims to cultivate dexterity in the manipconsidered as one of

ulation of tools.

This

secondary aims.

Too much

laid

is

stress

its

must not be

upon the use of tools, as the pupil is apt to work if he does not see a full

lose interest in the

and quick

result for his labor.

In France, at one time, the children were taught various exercises in the use of tools, and models

were not made

making

at all.

of models

is

In the Danish system, the considered of quite second-

THEORY OF THE SLOYD SYSTEM

22

Very few are made, and these

ary importance.

only because they necessitate certain useful exer-

The use of many

cises of the tools.

tools should

be taught, but should serve rather as a means

than an end to this instruction. Primarily Sloyd

formal education

A

is

to be used as

—formal

as

a means of

opposed to material.

material education seeks to impart a definite

knowledge of things for their own sake. A formal education seeks chieliy to develop the innate mental powers, and selects and imparts knowledge in order to strengthen character, will-power, ory, perception

the

— in

mind which

mem-

short, all of those faculties of

at birth are

dormant, and which

gradually and through education become to greater or lesser degree

marked

a

characteristics of

the individual.

All subjects can be used both for material and

formal instruction

—some

more, some

tory and science give material information yet, if the teacher seeks to arouse the

faculty, or

to

inspire a love

His-

less. ;

and

imaginative

and sympathy

for

humanity, a formal training is thereby added. The child when he studies his history lessons sees

among the first causes of a nation's may be traced the underlying principle

that

welfare

of order.

Again, as he becomes acquainted with

A LOVE FOR WORK elements of the sciences, and

tlie

^3

as

he

understand the workings of nature's

to

desire

to

begins laws, a

and arrange things

systematize

in

a

and orderly manner takes possession of Mathematics and gymnastics are of liis mind. more value as formal than as material means rational

of education, as the former develops the reasoning faculty, while

the

latter

strengthens

Materialists believe in giving a

the

body.

knowledge of the

met with in life, while the formalists upon the cultivation of correct habits. Sloycl has for its aims, as a means of formal instruction to instil a love for work in gene-

actual things lay stress

—

ral

;

to create a respect for rough, honest bodily

labor

;

and independence

to develop self-reliance

;

to train to habits of order, exactness, cleanliness,

and neatness; to teach habits of attention, indusand perseverance to promote the development of the physical powers to train the eye to the sense of form, and to cultivate the dextry,

;

;

terity of the

hand.

A LOVE FOR WORK.

No

child can enjoy a healthy happiness without

doing some work.

Most children are

inquisitive,

and want to know facts about the objects they As an infant, the child consee and handle.

THEORY OF THE SLOYD SYSTEM

24

stantly moves, sees

;

and, as

and grasps at everything that lie he grows older, lie shows similar

impulses in his delight in building, constructing,

and destroying

objects.

In order to bring about a love for work,

it

is

work be useful, otherwise it tiresome. The work should not become soon

necessary that the will

require wearisome preparatory exercises

apt to cause the distaste which

among elty,

apprentices

must

Avork

we have

to the various

afford variety

—not

;

this

is

often seen

The

trades.

nov-

necessarily

but there must be a change, and not too

much

of one thing at a time.

The children must be capable of doing the entire work themselves, for they feel happy only when they can feel and say that they have done The teacher must refrain from it all themselves. forcing a child to accept ance. culties

To help the which

much

unnecessary

assist-

child to overcome all the

will necessarily arise,

diffi-

and then

to

permit him to claim the work as his own, encour-

him to deceive others, and, worse than that, leads him to deceive himself. The work must be real, and not ''play at work.''

ages

no serious importance, but keep the children busy and

If the occupation has is

merely given to

out of mischief, the true educational value

is lost.

RESPECT FOR ROUGH BODILY LABOR

when

Finally, the work,

25

must become

finished,

the property of the child, for he has j)urchased the right to

From

it

with his own labor.

shown the

the outset, the child must be

true nature of the work, so that he will do

untarily and in a proper

spirit.

it

vol-

M. Pizzurno trans-

from an Italian pamphlet into French the It is not possible to produce following passage lates

''

:

in facsimile a pattern of every article

but

it is

we make

important that a thing be done as accu-

rately as possible

we teach the

from the

outset,

and the

child this, the better

it

earlier

will be in

the end."

RESPECT FOR ROUGH BODILY LABOR.

We

no longer absolutely despise hard bodily we did a century ago, Avhen to do nothing was considered more honorable than to work labor as

;

yet

even to-day we attach a certain

stigma

inferiority to all forms of bodily labor. social

world, the

skilled artisan,

clerk

of

In the

ranks higher than the

and the workmen themselves are

only too apt to consider that their labor

less

is

honorable than that of their masters. This the

perverted

idea

may

opinion that prevailed

when

all

in

be

a

survival

of

the middle ages,

rough work was done by

serfs.

The

THEORY OF THE SLOYD SYSTE3I

26

question

lal)or

one of the

is

We know

lems of our times.

many

causes

tween

capitalists

at

child

the

in

with

and

labor,

so

tentment

would

his

in

right direction

be-

not

it

each

if

could

be

in-

rough physical

workman he

could find con-

and

vocation,

undervalue the

We

artisans?

are

respect for

true

that as

not

there

Would

laborers.

generation

rising

a

that

work which sow discord

be a step taken in the

spired

important prob-

as

true

capitalist

worth

he

of his

make children respect we let them take part in it

cannot

rough labor unless themselves.

To

rough

inspire the child with a respect for

labor, the

models produced must not be fancy

knick-knacks or

articles

of luxury.

If

only to do fancy and decoration work, ho

taught

may

be

inclined to regard I'ougher forms of labor as of inferior dignity.

SELF-RELIANCE AND INDEPENDENCE.

cliild

liim

we help the utilize that which he knows, and force give some visible expression and some

of the utmost importance that

It is

to to

practical application to

acquired.

Here

difficult tasks.

is

the information

he has

one of the teacher's

There are

many

most

i)eople possessed

SELF-RELIANCE AND INDEPENDENCE of

much knowledge, who

of applying

Home

27

power

totally lack the

it.

lessons are intended to test the children's

power of working alone, but they often fail to accomplish this object, because some parents allow their children to neglect their

others

provide

class-room,

it is

private

home work, while

teachers.

Even

in

tlie

often difficult to get clear answers

without occasionally prompting and helping the children.

By means

of the

Sloyd,

however,

it

very

is

easy for the teacher to set a certain task to ha

performed, and to detect and prevent any undue assistance.

work

Self-reliance can best be encouraged if the is is,

If if

adapted to the capabilities of the pupil

;

that

must be neither too easy nor too difficult. it is too easy, no real development is insured; too difficult, dependence upon others must it

result.

The teacher should conduct, control, and superintend the work, but must guard against putting his hand to it. Nothing is gained by getting the child to produce a faultless model if this is not the result of his

own unaided

The child must use step, must recognize tliat

his he,

exertion.

judgment at every and not the teacher,

THEORY OF THE 8L0TD SYSTEM

28 is

the work.

responsible for

way

This

which independence can be

in

the only

is

fostered.

If necessary, the teacher should illustrate

The

different piece of wood.

rule, "

on a

Never touch

the child's model," has no exception.

In order to sustain the interest in the work,

never be compelled to

should

the child

more than twice

the same model

make

in succession.

ORDER AND EXACTNESS.

The

habits of order

and exactness, which appear

to be contrary to the natural instincts of

much

children, require

training.

an absolute idea; exactness is

make

quite possible to

yet remain

more

refers to

relative.

It

very exact models, and

disorderly

ver}'

These habits

work.

is

Order

many

in

the

manner

are, in a sense, the

of

founda-

tion of an aesthetic education.

Disorderly habits and inexactness are always antagonistic

Much

conception

of

beauty.

has been said about giving the young an

«3sthetic

education

foundation lected,

true

a

to

for

;

this

inasmuch

as

1:)ut

it

seems that the real

instruction stress

has

been

neg-

has been laid upon

the decoration of objects before the objects were correctly made.

children

As

a result,

we

find that

many

think certain objects beautiful, which

ATTENTION arc

only

higlily

Tlio

oriianieaitod.

must be taught from the very beginning

child to

reality

ill

39

understand form

No may

matter

how

be,

is

it

useful a dirty or repulsive

work

not suitable to be taught in the

The models must always be of such a

schools.

nature

as well as decoration.

and

that they

material

admit

will

of

being copied with order, exactness, neatness, and cleanliness.

ATTENTION.

A

teacher's

attentive.

work

Many

useless if the child

is

discussions have centered

the time to be devoted the question as to

how

and

fix

as to attract

greater consideration

is

in-

upon

subjects, but

to certain

a subject can be taught so

the attention ;

worthy of

is

more matter can often

for

be taught in half an hour, sented, than in an hour, if

attention of the pupils.

It

if it

it

is

rightly pre-

fails to

attract the

has been said, with

some truth, that if we work six hours a day, we do six hours' work whereas if we work ;

eight hours,

we do but

In order to

thing necessary a

specious

desire

to

attract is

to

interest.

understand

four hours' work.

the attention,

the

chief

bring about a true and not

The former the

subject

consists for

its

in

a

own

THEORY OF THE SLOYD SYSTEM

30

sake

In

;

the

latter, for tlie

sake of marks or rewards.

teaching theoretical subjects,

it

is

times

at

know whether the attention of He may appear attena child is fixed or not. tive, and yet his mind may be far away. very difficult

to

In the manual work, the pupil's attention attracted in three different

directions

—on

is

what

the teacher says, for the pupil soon finds that

he cannot do his work without attending very closely to instructions

;

upon

himself, for other-

wise the child comes to grief with his tools

upon the work engaged

At

Naas, experience

on, or he spoils

has shown

that

;

and

it.

groAvn

people destroy more

work and hurt themselves more frequently than children. This is due to the fact that they have more to think about, and cannot concentrate their thoughts so fully upon any one particular object. Here it is that the great value of all educational manual work shows itself in cultivating

—

the habit of attention.

of attention, the as well as

mental

In order to create a habit

work must require mechanical effort.

INDUSTRY AND PERSEVERANCE. In the theoretical

suljjects

tween industry and success

is

tlie

connection be-

not ap|)arent.

It

PHYSICAL POWER often

is

to

difficult

31

upon the

impress

child's

mind the fact of his inability to execute any real work without industry and perseverance. If book studies alone are relied upon to bring this truth home, the task of the teacher becomes all

the it

more

ungrateful, because

many

children find

impossible to grasp theoretical studies. best, and yet they fail. The marking system is by no means

They

do their

which

will impress the child with

a standard

an idea of the

close relation existing

between industry and suc-

may

be given which the child

Questions

cess.

though he himself that he has not comprehended the lesson.

can

answer

correctly,

manual work, however, industry can never

feels

In fail

to secure success.

The school heretofore

and the

life

differed

have made upon

much

us.

after school life

in

the

demands they

Society requires that

put their ideas into execution.

have

men

Has the school

same ? It may be said that a combination of manual and theoretical work reconciles the demands of the school with those heretofore desired the

of the world.

PHYSICAL POWER.

The their

and especially the Greeks, with love of beauty and harnjony, devoted much ancients,

THEORY OF THE SLOYD SYSTEM

33

time to the symmetrical development of the hu-

man body. No nation since their time

has attained

so high a standard of physical strength

combined

with physical beauty. In the middle ages we the monks,

who

find

two extremes

mortified and suppressed every

power of the body and the knights, who performed prodigies of strength and agility, while their minds were often as enij^ty as were their ;

helmets.

In comparatively modern times, the education

was confined chiefly to the mind, no organized provision existed for the train-

of the masses as

ing of the body.

To-day tific

this question

standpoint.

It is

is

regarded from a scien-

recognized that the school

work must include nothing

Avliich interferes

with

healthy bodily development.

In order to strengthen the body, the work must demand much movement, thereby counteracting the bad effects of sitting

still

in the class-room.

The principles which underlie any rational system of gymnastics should guide us in this work. Every exercise should have its appropriate posiIt may tion, which should be clearly explained. be argued that this of

work

is

unnecessary, as each form

instinctively suggests the

most natural

PHYSICAL POWER attitude

shown gaged

33

bat the fallacy of such an argument

;

among men

the great mortality

l^y

certain

in

handicrafts,

which

is

is

en-

due to

cramped and unhealthy positions assumed Consumption, swelling of the veins and arteries, heart failure, and many other diseases are brought on by crowding the chest and by working with bent head. Dr. B. W. Richardson, in his popular work on " Health and Occupation," has given much valuable information on this subject. It is quite natural for workmen to assume that position wliich will enable them to finish their tasks in the

in their occupations.

the shortest period of time.

Knowing

the evil effects of such habits, the

teacher should be careful that the child does not

assume a cramped position. Another point to which attention should be directed

the equal exercise of both sides of

is

the body. the

It

left side

There are of both

rowing,

still

is

many

remains to be proven that

naturally weaker than the right. exercises

which involve the use

the right and the swimming, boxing,

it

is

of unsymmetrical training.

sides,

weaving,

such

as

plowing,

and if the left probably due to years

kneading, digging, driving, appears the Aveaker,

left

etc.,

THEORY OF THE SLOYD SYSTEM

34

consideration should

Special

be given to the

positions taken by the chest, head,

and

feet.

THE CHEST, HEAD, AND FEET. It

of the greatest importance that the chest

is

be permitted to expand freely.

All prolonged

work should be executed with the chest out and the shoulders thrown back. Contracted chests of and })roduce shortness breath palpitation of tlie

heart.

The head should be held I)y

as erect

as

possible.

keeping the head in a bent position, the pas-

sage of the blood through the veins of the neck

and

impeded (the vein tube being stretched vertically), and at the same time the muscles at the back of the neck, which hold up the head, become strained. When we are erect, much of the weight of the head is supported by the spine. Again, in this bent position we look at objects from a wrong angle, and thus strain and injure The work should be held at a disthe eyes. tance of about thirty centimeters (one foot) from throat

is

the eye.

In order that a worker stable

must

position, at all

may assume

the direction

of

the

a firm

and

resistance

times be taken into consideration.

If

POSITION IN SAWING

AND PLANING

35

the resistance comes from the front, onQfoot be placed

must be

offered

the

before

other,

must

the resistance

for

as great a distance

possible

as

from the center of gravity. POSITION IN SAWING AND PLANING. In sawing,

it

feet be placed at

We

60°.

thought best by some that the

is

an angle of 90°

;

by

others, at

consider 90° the better position.

The

shoulder and arm must be in line Avith the direction

which the saw

may

the head

is

to take.

In order that

be held high and the chest well

expanded, the benches should be so made that they can be raised or lowered as the work

may

require.

When

sawing with the right arm, the

left foot

should be put straight out and parallel with the bench. right

When foot

sawing

should

be

with the put

left

forward.

arm, the

The arm

should move in the direction of the resistance.

The saw should move in a line parallel with the The body should move slowly backbench. Avard and forward, and its swing should be regulated by the amount of resistance to be overcome. In planing, the knee should be parallel to the

bench, and one foot should be at right angles to

THKORT OF THE SLOTD SYSTEM

3G

The

the other.

pressure on the plane, so that the

phme-iron will catch the wood, should come from Very little force should the weight of the body.

upon the plane with the arms. In drilling, the weight of the body should be

be put

used to overcome the resistance, since the pressure

must be

vertically

downward.

TO TRAIN THE EYE TO THE SENSE OF FORM.

A

numljur of models have been included in

the Sloyd which might justly be termed "sense "

Such models are principally those which are bounded by curved and of form

models.

regular surfaces in sucli a

way

that their general

effect is pleasing to the eye.

As drawing

trains the eye to a sense of outline,

and modeling to a sense of solid form, so the manual wood-work should combine the two aims. In drawing we cannot exercise the sense of form

we have but a represent that which we

to the greatest possible extent, as

plane surface on which to see.

An

important requisite

is

that all the models

be artistic in form.

GENERAL DEXTERITY OF HAND.

A from

general the

dexterity

education

of liand of

can

only result

many powers

of

the

GENERAL DEXTERETY OP HAND hands.

It

37

not special dexterity, such as we

is

see in

mechanics or factory employes, though

always

facilitates the

acquirement of special dex-

Sir Charles Bell in his treatise "

terity.

Hand," gives us an

it

On

the

excellent idea of its infinite

uses.

The following

are

a

few interesting examples

of the great extent to which hand dexterity

be developed

:

Two hundred and

1.

may

twcnty-onc words were written on a

grain of wheat. 2.

A

PoHsh monk wrote the whole of the lUad on a pieee

of paper that could be put into a nut-shell. 3.

A

I)lates

Swede, Nauringaros, gave Pope Paul the Fifth twelve

of ivory which were so small that they fitted inside of

a pepper-corn. 4.

A

when

gold chain of

fifty links,

which could only be seen

placed on white paper, was presented to

Queen

Eliza-

beth.

These, then, are the

aims of the Sloyd, as a

means of formal education, while the material element

may

be considered to have been provided

power imparted of manipulating tools and of producing models. The real worth of the instruction is naturally something more than the making of any series of models. From a monefor in the

tary point of view,

much

unnecessary time and

TnEOllY OF THE f^LOYD SYSTEM

38

labor are expended

upon the models, but

it is

not

correct to judge an educational system solely from

a monetary point of view.

many ways may be done

There are taught.

It

to utility, or

work

;

boneht

as

which Sloyd can be with a view to economy, a ready-made plan of corporal in

but the true way to bring about a lasting is

to regard

it

altogether as a

means of

education, and to attend to the teaching of

most minute details with most in the mind.

this

its

thought ever upper-

CHAPTER

II.

SPECIAL ARRANGEMENTS OF THE SLOYD.

MANY FORMS OF MANUAL WORK. of many forms THEofsimultaneous employment the public schools

manual training reasons

several

is

fen-

A

sufficient

in

detrimental

numl)er of subjects

is

to

progress.

already being

and every branch of manual training is If the same advana distinct subject in itself. tages can be derived from one form of this work as from several forms, it is obviously better, on grounds of economy of time, labor, and expense, taught,

to confine the teaching to one.

When many undertaken attained

in

at

manual training

are

cannot

be

kinds

of

once,

proficiency

any of them

in

the limited

time

devoted to each, the interest of the children

is

and in the end the true value is lost. If, however, we restrict the teaching to one particular kind of manual work, it is necessary that diverted,

great caution be observed in choosing the best. 39

SPECIAL ARRANGEMENTS OF THE 8L0YD

40

The various handicrafts have beea subjected to the same tests, with the results shown in the table on p. 41. The following ten points have been considered 1.

Is

work

the

:

in accordance ^vith the

average child's

capabihtics ? 2.

Docs

novelty

each lesson 3.

excite

it

worn

lias

and sustain

off,

interest ?

Does the work

4.

bodily labor

tend

artisan's work, ?

6.

Is it of a character tliat

train to habits of order

and exactness ?

admits of habits of cleanliness

and neatness ? 7. Does it cultivate the sense of form Is

it

rough

?

Does

it

?

beneficial from the hygienic point of view ?

counteract the evil effects of sitting

Does

?

even though

to cultivate a respect for

5.

9.

after the

?

they are not as correctly finished

it

is,

Are the models of such a nature that they can be used

Are they as serviceable as an

8.

That

docs the interest flag or increase with

allow of methodical arrangement

it

Does

still ?

?

Can

tlie

exercises be so arranged as to enable the pupil to proceed

from the easy to the

difficult,

from the simple to the complex,

so that at the beginning the

by

its

10.

It

work does not discourage him

difficulty?

Does will

it teacli

general dexterity of hand

be seen

from the

pentry Slovd answers affirmative.

all

tal)le

?

that the car-

of these (piestions in the

MAWY forms of

3IANUAL WORK

41

SPECIAL ARRANGEMENTS OF THE SLOTD

42

A

marked

between carpentr}^

diftereiice exists

Sloyd (manual wood- work) and trade carpentry, as regards the character of the objects made. In the former the

and

ol)jects are

the carpenter has spe-

as to the tools used,

while in the Sloyd the knife

cial planes,

essential

generally smaller

place of

in

tool,

is

the

which the carpenter

uses the chisel.

The

bench-knife, and

ax,

(which,

spoon-iron

though not carpenters' tools, are used by buildand coopers) are also used ers, wheelwrights, in the Sloyd.

Finally, there in

wdiicli

is

pentry there

is

both

is

be combined.

in the

finished,

person.

manual

The teacher may include instruction, provided they

of instruction, great care to

In the Sloyd

made by one

do not prove too difficult. When wood-carving is included objects

manner

the

in

In the trade car-

Sloyd, wood-carving and wood-turn-

With the

may

done.

is

a division of labor.

the complete object

ing

difference

a

the work

carved

l)e

as

ornament

in the

course

must be taken that the

are

themselves

should

never

correctly

conceal

imperfect work.

The following

are the principles

which have

served as guides in the choice of the models.

MAJ^r FORMS OF MANUAL WORK 1.

All articles of luxury have been excluded.

2.

The

ol)jects

The

objects can be finished

have a practical value

that

;

is,

43

they can be

used. 3.

by the pupils themselves

without any help.

The

4.

wood.

objects are such that they can be

This docs not

mean

screws, hangers, hinges,

etc.,

may

The work

is

make

not to be polished.

French polish,

of clear-varnishes,

The

used.

and not 6.

to

As

]:)e

much

enforced

The

wood.

etc.

is

work

be

well,

Ijut

The lesson model depends not

to be used.

is

that the value of the

upon the amount

pui)iLs are to learn to

work both

work

of real

in hard

not wise to have them work too

It is

may

sand-paper

;

of the surface appearance.

material as possible

little

upon the material used, expended upon it. 7.

these things.

This refers to the use

object is to encourage the children to

to think too

entirely of

not be employed, but that

the child should not be required to 5.

made

that the requisite fixings, such as

and

much

soft

in the

it is a great strain upon their physiand consecjuently would soon prove beyond their

hardest kinds of wood, as cal strengtli,

]iowers. 'S.

Turning and carving are

altliough both tJiey are

for

and

may

teach

in the public school

turning

poses would require as

Sloyd.

used as

little

as possible,

Experience has shown that

not as valuable as the carpentry Sloyd.

manual work to

to ho

be included.

Carving in

and

carving

much

all cases

is

time as

ought

to

Tiie time

of necessity limited,

for

educational pur-

is

necessary for the

be

left for

the end of

the course. 9.

The models must develop the

beauty.

pupils' sense of form

and

In order to attain this object the series should in-

SPECIAL ARRANGEMENTS OF THE SLOYD

44

number

elude a

of examples of form, such as spoons, ladles,

and other curved objects. 10. The whole series must be arranged pupils the use of

all

so as to teach the

know and

the necessar}' tools, and to

perform the most important manipulations connected with

Each model ought to complete the preceding some new tool or some new kind of wood. The models constitute a series only when wood-work. ones,

there

and is

to teach the use of

a logical connection between

all

of them, each one

being the supplement as well as the comi)lement of

its

prede-

cessor.

ARRANGEMENT OF THE MODELS. In the arrangement of

the models the

points have been kept in view 1.

The

series

following

:

must progress without break from the easy

to

the difficult, from the simple to the complex. 2.

and 3.

There must be a refreshing variety both in the exercises in the models.

The

first

that they can

models of the l^e

series

quickly executed.

should ho of

The

sucli a

nature

tasks nn;st he such

that results will speedily follow, so that the children Ijy degrees will gain sufficient confidence to undertake

work

requir-

ing more extended time. 4.

In making the

sliould

])c

first

models, only a small numl»er of tools

used.

5. The models must follow in a progressive order, so that by means of the preceding work the pupils will have attained the necessary aptitude to make the succeeding without any direct help from the teacher, and conseciuently it will not be more difficult to make one model than another. Tlie mak-

TOOLS

45

ing of the forty-nine previous models should render No. 50

no more

difficult

than No.

1

was

at the outset.

is The models must able to make an exact copy and not only an approximate one. As 7. The knife should be used as the fundamental tool. nearly every child knows how to use the knife, wc have hereby a means of enabling the pupil to proceed from the known to the unknown. 8. Rather hard wood should be used for the first models, as it is more difficult to work with the knife upon soft wood.

be of such a nature that the child

6.

TOOLS. It

is

desirable

that each pupil

have a

set

of

and be held responsible to keep them sharp A special cupboard should and in good order. be placed in the room, wherein most of the tools Each can l:)e put away after the school hours. tool should be numbered according to the bench The art of sharpening to which it belongs. tools must be taught. tools,

An in

opinion

the

school

those of the in

has prevailed that the tools used

Denmark

should be of smaller

trades.

as

well

size

than

This idea was carried out as in

France until within

recent years.

Experience shows, however, the age

of

eleven to

fourteen

that children

years

are

capable of using full-sized tools, and even to

work

of

quite

manage

better in consequence thereof, since the

SPECIAL ARRANGEMENTS OP THE SLOTB

4C

weight of the tool frequently of the work,

if

the doing

instance, in planing.

as, for

Furthermore,

assists in

small tools are used, the par-

and the children are not apt to regard the work as real. We have not as yet seen any ents

advantage attending the adoption of small tools in the

manual work.

AGE OF PUPILS, LENGTH OF LESSONS, ETC.

The

Nails

System

under ten years of taught in

not

suital)le

In Sweden the Sloyd

age.

fourteen

is

or,

from four to

is

it

has l)oen found

l)est

j^ear.

to extend the duration of

each lesson to two hours, as one hour

admit

of

arranging the benches,

wood, as well

six

on an average, about one hun-

dred and twenty-five hours a

to

is

The amount of

years.

devoted to

hours a week,

It

for children

the public school to boys of the age

of eleven to

time that

is

is

too short

tools,

and

doing the work, while three

as of

hours proves too great a tax upon the child's strength.

Manual work

is

perliaps

middle of the morning, the

monotony

3'et

the children are

of too

as

it

best taught

the

then serves to break

many book

n(^t

in

studios,

and

too tired to enjoy

and

take an interest in the exercise.

WHO SHALL BE THE TEACHER?

WHO SHALL

47

BE THE TEACHER?

The teacher is the most important factor in education. As is the teacher, so are the pupils. The earnest spirit of the teacher working amid poor surroundings will bring about better results

and exThe teacher must assume a pensive apparatus. great responsibility, and for this reason artisans who are not teachers should not be employed to give instruction in manual wood-work. The greatest recommendation for the artisan is his superior technical skill. The principle that must not be lost sight of is that this instruction is an educational means, and that only a teacher can properly impart his knowledge and impress it upon the child's mind. An artisan may be a good teacher, in which case he is equally qualified to instruct, and a teacher may in reality not than

fine

premises, external advantages,

be a teacher at

all

;

but,

as a rule,

lacks a professional training uisite for the

miking

—an

of a good teacher.

It is necessary for the teacher to

in

manual work, and

quainted with able

the

not only to

also to

make

the artisan

important req-

to

become

take a course

sufficiently ac-

manipulation of tools to be understand

the models.

the

method, but

SPECIAL AliRAJSGElfENTS OF THE SLOYD

48

SHOULD THE INSTRUCTION BE INDIVIDUAL OR CLASS TEACHING?

Manual training

much

loses

of

its

educational

value

when

cators

have agreed that the nature of the

it

is

Edu-

not taught individually.

cl^iild

the basis upon which educational s^^stems must

is

be

Since children have difierent capabili-

built.

ties,

there

as

as

many

it

is

and since there are are

children,

individualities

evident that

same instruction will not suit all. To be sure, book studies are taught by teaching, but this

is

only a sad necessity.

class

Teach-

opinion that these sub-

ers generally are of the jects

the

From

could be better taught individually.

an economical point of view, the only advantage in class

teaching

is

that

it

permits the teacher

take more pupils under his care at one time

to

than individual teaching does. In the Sloyd the teacher to a class of

of

making

vise

may

give instruction

any number of pupils in the method

the models, l)ut he can neither super-

nor control the work of more than sixteen

to eighteen children at

one time.

In manual training, several methods of teaching have been tried

and

in

;

for instance, in

class

France

some Danish schools the scholars have

INDIVIDUAL AND CLASS TEACHING kept

while

time

exercises

at the

result of this

work, going through

at

command

of the teaclier.

the

The

was that the pupils did not keep

together in the

one child

as

49

F

amount

work accomplished, movements of the

of

with several

much work

same

tool did as

child

many movements

as

it

took another

to accomplish.

'

Supplementary work was also attempted. This l)roved unsuccessful, because the boys who received the supplementary

work and a

repetition

of the exercises were very frequently just those

who needed

it

least

;

and

thus,

having been kept

back, they were prevented from learning certain

necessary manipulations, and

left

school without

having completed the entire work. It was also found that the boy who did supplementary work required as

much

supervision as though he pro-

ceeded with the ordinary

series.

The most common method manual work

ing system of pupils tlie all.

who have

finished the

rest to catch up,

The

in the class-teachis

to allow

model

those

to wait for

without doing anything at

excellence of

this

method requires no

comment. Of course there are other opinions on this subOne of our American authorities believes ject. that class instruction is preferable, and states

50

SPECIAL ARRANGEMENTS OF THE 8L0YD

that

individual

instruction

pupils into

drives

enforced idleness while waiting for the teacher.

Sweden, where individual instruction has

In

l)een practically applied for

only

found

been

be

to

many

the

years, this has

case

at

the very

Each pupil soon became sufficiently informed to go on with the work quite inde-

outset.

pendently of the teacher, since the models are arranged

according

Later on,

when

with a

cate

have

child's

ca})abilities.

work became more intrisecond model in hand, the boys the

rarely, if ever,

The London cussing this

the

to

"

been found

idle.

Journal of Education," in

question,

says:

*'

If

the

dis-

class

be

taught as a unit, what of the enforced idleness of those wlio

work

too

fast,

or

of the

scampering of those who work too slow

Our American author ing of the Swedish

enforced ? "

.

in a former work, speak-

Sloyd system, mentions the

following three objections to this system

The manual training is limited to wood-work. The pupils are taught and shown a1)out their work separately class instruction is not given, and the several 1.

2.

;

jHipils in the laboratory are 3.

The things wrought

ments and

doing very different things.

are household furniture or im])le-

utensils to be carrietl

home and used

tliere.

There

appears to he no aim beyond making thrifty householders.

INDIVIDUAL AND CLASS TEACHING. first

objection, the advocates of

Sloyd movement

regret that the author has

Regarding the the

51

quoted this information without due authority, for in the pubHc schools of Stockholm, Gothenburg,

and in almost

Sloyd metal work

have been taught

The second struction —

and

is

all

and

of the towns of Sweden,

many

for

objection

years.

—namely,

not treated at

in the later one

is

work

Sloyd cardboard

to individual in-

all in this earlier

book,

confined entirely to the

"enforced idleness while waiting for the teacher" Tlie author likewise promises to show " that " the evils resulting from class instruction

theory.

are not real, but only apparent evils.

This

still

remains to be shown. In regard to the third objection, in which

claimed that the objects should be of tance

the "

less

it

is

impor-

than the method and aim of the work, question

thrifty

arises

the

Avhether

householders

"

making

of

should not be an aim

in public education.

The same author continues " The attractiveness of the Swedish word Sloyd is that (to us) it has no etymological meaning to bias us. It shall forever mean to us just what we see it means when we see the things that the Swedes call by :

that name." 4

SPECIAL ARRANGEMENTS OF THE SLOTD

53

In spite of this statement,

Sloyd has a

special

it

meaning

seems for

tliat

the

author,

this

which, though not an etymological one, nevertheless biases his

opinion most strongly, and which

he takes special care to emphasize by calling the

Sloyd models

''

things,"

Again, on close examination, these will be

found to contain more exercises

"

things

in

"

wood-

working than any series of wood models used in American manual training schools, which are, practically speaking, high schools, and for which the Sloyd system is not intended. The slight put by so great and eminent a writer upon the Sloyd system is likewise imposed upon the various other European systems of educational manual training, as they are all practically ignored. This seems very strange indeed, as the European systems existed prior to the establishment of any manual training school in America, and it Avould be vain to deny that many of our best ideas on tliis subject have been gathered from our

the tried experiences in Euro})ean institutions.

CHAPTER

III.

THE HISTORY OF MANUAL TRAINING.

DEVELOPMENT OF THE MANUAL TRAINING IDEA VARIOUS EUROPEAN COUNTRIES. (^1

Traudatiauj'/vni the SwedLsh skola,''''

THE

application of

lic

education

of'

Salamoii's " Sloydskola

Book

and Folk-

V.)

manual training

not a new idea.

is

IN

to pub-

The

his-

tory of pedagogy for centuries back confirms this

statement.

Luther and Zwiiigli, reformers of the Church

and

the

school,

have written

widely on

this

subject.

Amos driven

savant

CoiiDtienius,

from

his

persecutions of the

home Avere

and teacher, who, by the religious

native town thirty

war,

years'

found a

where science and scientists honored, and who, without doubt, may be

called

several

in every place

the

" father

works

of

shown

manual training

as a

pedagogy," the

true

has

in

significance

means of education. 53

his

of

THE niSTOBT OF MANUAL TRAINING

54

Francke,

who

fouiulud the

"

religious direction

"

pedagogy, gave instruction in wood-turning, [)asteboard worlv, and glass-cutting at his remark-

in

able Halle schools. to the

Their institution dates back

end of the sixteenth century.

John Loche, the sharp-sighted English })liilosSome opher, says in his well-known essay, Thoughts Concerning Education," that children from an early age should be trained in and he recommends carpentry corporal work and gardening. ''

;

Jean Jaciptes Housseau, the many-sided genius,

whose gogical

''

Emile," or

"On

gold-mine

(and

Education," this

is

a peda-

metaphor

holds

good especially when we consider that the noble metal must always be freed of much dross), requires that his pupils be taught a trade, and after careful investigation arrives

at the conclu-

sion, that of all trades carpentry is best for

educational purposes.

"

adapted

He must work

like

and think like a philosopher, in order not to become good for nothing or a savage and the great secret of education is to combine mental and physical work so that the one kind a peasant,

of exercise refreshes for the other."

The philanthropists Basedow, Sahmann, and Gamine replanted Rousseau's ideas on German

DEVELOPMENT OF MANUAL TRAINING

55

and in their writings have laid great stress upon the manner in which they applied these

soil,

principles.

who

Pestalozzi,

introduced

and love

struction,

in

intuition

in

in-

education, speaks of the

importance of a methodical arrangement in the teaching of manual training. the

Herhart, pedagogics,

sees

creator in

of

newer

the

scientific

hand-labor an almost indis-

pensable means of building up the child's character,

and especially the power of

FTiedricli

Froehel,

founder of

self-reliance.

the

"

garten," thinks that activity exists before edge,

and

is

the cause of

it.

He

places

Kinder-

knowl-

manual

work in the center of the instruction system, and groups all the other studies around it. It is

not only these great thinkers

who have

recognized the importance of manual instruction.

Many

suggestions, both theoretical

and

practical,

have come from other sources, and more especially so during the last twenty years, since the question

manual training and its place among school subjects has become one of the day. The following are the names of some of the of

educators

who have been much

interested in this

work, and whose ideas arc worthy of our careful consideration.

THE mSTORY OF MANUAL TRAINING

56

MaHin Planta

(1727-1772), a Swiss clergyman

of evangelical faith,

who

many

in

may

respects

be regarded as the predecessor of his great coun-

tryman

Pestalozzi, introduced at the Haldenstein

moved

school near Chur, which was afterward

He

for educational purposes.

to

manual work

the Castle of iMarschlin, a system of

busied his pupils

with wood-turning, pasteboard work, glass-cutting, gardening, and similar occupations.

Barometers,

thermometers, and various physical and mathematical instruments were made.

was limited entirely

to this institution.

Ferdinand Kinderman

(1740-1801), the Bohe-

mian school reformer, the

idea

public

question

Von

at

into

advanced

time

this

introducing manual

elementary schools.

due the honor of

is

''

of

Phinta's activity

It

is

work in the to him that

Ijeing the first to bring this

public discussion.

der Entstehung

In his work

und Verbreitungs-art der

Industrie Klassen in der Volkschulen des Konigsreichs

Bohmens

"

("

An Account

and Increase of the Industrial Public Schools of the

Kingdom

of the Origin Classes

in

the

of Bohemia"),

Kinderman says " After carefully examining the work of our ]U'imary schools, it became apparent :

to

me

that the children

were

least of

pied with those studies which would

all

l)e

occu-

of most

DEVELOPMENT OF MANUAL TRAINING service to tliom after the school period.

convinced that this was the cause of

I

57

became

much

lazi-

and poverty, of unfruitful religious life, of neglect of God's decrees, and of great wickedness. ness

myself the task of studying the nature of

I set

The common opinion that much can be done with the young mind contributed largely the child.

to strengthen

my

out "

me

my

in

determination to carry

ideas.

became convinced that our primary schools, even if they are worthy of being followed as examples in some respects, certainly do not come up to the highest standards, and, besides, do not in any way fulfill the aim of preBefore long

I

paring the pupils for their life-work.

It

is

not

enough to cram the heads full of information, and take no step to create a love for work. Working classes and reading classes must be combined. This

is

the only

way

that industry can be

national characteristic.

I

became

eager to bring about a reform, as

taught

me

made

a

all

the more

my

experience

that the most industrious people were

always the most moral."

Kinderman

established a

school in Kaplitz, a

small town in Budweiser Kreitz, where he likewise school

officiated

became a

as

clergyman.

state

normal

In college,

1773

this

and was

58

THE HISTORY OF MANUAL TRAINING

enlarged in accordance with Kinderman's ideas.

His work was appreciated so much, that in 1781, according to his account, some two liundred

manual training departments were organized

in

connection with the primary schools of Bohemia. Instruction was given to boys and girls in spin-

ning and knitting, and in some

classes

manual

wood-working was taught.

Von Helfest, the author of the " Austrian Pri" We have mary School," says in this work :

little left

of Kinderman's great labor, except the

effect that

can

result of his work.

If

healthy

highest in Austria,

still

be traced as a direct

Bohemia's industries rank

among

the causes that have

brought about this happy result the influence of the great schoolman, Ferdinand Kinderman, will not be forgotten. He had hardly any public support, but

by

his great

wisdom and untiring energy

he urged a collaboration with men of all classes. He has made the primary school the foundation of the welfare of our jority of those

If

state.

who during

century were successful

you

will ask the

ma-

the early part of the

farmers, thriving

mer-

chants, or wealth}' manufacturers, to what cause

they would

attribute

material prosperity,

exception answer

:

I '

It

the

am

first

source of their

sure they will without

was the school which gave

DEVELOPMENT OF MANUAL TRAINING

59

US the love and desire for work, and showed us

the blessing of industry, order, and economy.'"

In evangelical Germany, the

first

manual

train-

ing school was established in Gottingen in 1784,

by L. G. Wageman, a clergyman, who was deeply attached to the cause of increasing the general usefulness of

of the

mankind.

work of

Following the example

this institution,

many

others of a

similar nature were founded at the end of the last

and the beginning of the present century. Heppe, in his " Geschichte des Deutschen Volk"

schulwesens

('*

German Public

History of the Condition of the

Schools"), talks

much about

He

their

such

organization

and

schools were

established in Lippe-Detmold, 1788;

growth.

states that

Wurzburg, 1789; Hanover, 1790; Braunschweig, 1792; Wurtemburg, 1795; Prussia, 1798; Gotha, 1798; Baden, 1803; Bavaria, 1804; Hesse, 1808. These Industrieschulen " (Industrial Schools) ''

were intended exclusively for the poorer

and a

their

human

aim was

to instil the love for

classes,

work

as

duty.

Arnold Wageman, a brother of the clergyman of Gottingen, published in 1791 a book entitled " tjber die Bildung des Volks zur Industrie ("

On

the Education of the Mnsses for Industrial

Pursuits

"),

wherein the word "Industrie"

is

de-

THE HISTORY OF MANUAL TRAINING

60

and energy

lined as ''an uniployinont of time

He

omy."

speaks of the aim of the industrial

schools, as follows "

the

to

best ends, conforming to the laws of econ-

the

We

:

cannot expect any good influence from

home

training, unless

who

found persons

schools.

It

is

'

be

Therefore this

Industrie.'

present

at

home can

perfectly understand the rela-

tion of education to

work must

the

in

be

on in

carried

the

there that from an early age the

child should be trained in such occupations as

and develop those forces which can and will later on l)e usefully applied. Up to the present time we have not done so. We have child's with subjects which occupied the mind are of no real importance to him, and upon whicli his attention has remained only as long as there were external means at work, such as either his will exercise

love

for

the

How

ment.

useful to the " I

begin

am

l)old

school

teacher or

his

fear

nothing more

punish-

can such compulsory activity be

mind ? enough

to say that

work with

it

direct

subjects that are purely mental,

cliild

of

than

memory

give interest

wrong

to

instruction

in

and amount

to

lessons,

has had no experience, and

perience that can

is

since

the

is

only ex-

to the

study of

it

DEVELOPMENT OF MANUAL TRAINING It woultl certainly

abstract subjucts.

the growth of the body

rapidly growing corporal

brain with

its

We

should, there-

demand upon

greater

a

childhood to

in early

supersede that of the mind.

put

be better to

by Nature, who allows

follow the hints offered

fore,

61

forces

more than upon tlie the

slower development.

The youthful strength has been stunted rather

"

What

than invigorated. the necessity of

all

this

understand

child can

uncomfortable

sitting

and all these memory lessons? The child must have an aim in his work, an aim very near

still

to

his

desired

the

heart, result.

real

we

if

How

pleasure

wish him to achieve the often

tlie

child

does

it

happen that

exj^eriences

when

leaving the school exists in aught else than the consciousness of being finally able to give vent to forces that

have been held in check?

We need only, unobserved by the children, watch them at their occupations after school "

hours.

them school

We

will soon see

in the class-room, life

how we ought to busy in order to make their

both agreeable and useful.

The boys will be found at the brooks, building dams and water-wheels, making grottos, constructing cottages, or possibly carrying wood and other material on little wagons. Some choose ''

THE msrORY OF MANUAL rRAINING

63

moru difficult, others more easy tasks, dei)ending upon their natural boldness. " The girls play with dolls, though these may be made of nothing but leaves and moss, and they often imitate housekeeping in their games. "

All want activity, and thus they compensate

themselves

the

for

Can these

room.

sitting

in

still

the

not teach us

facts

school-

how we

ought to occupy our little ones? Rapidly they go from one pastime to another perseverance is not their forte, and still we are to make ;

steady

workmen

when we keep them

the right means,

hours a day at their desks

Wageman

Do we employ

out of them.

gives

for

six

" ?

us a concise

rule

as a

guide

manual work. He says: " As a most elementary principle, we must follow Nature's way, and choose at the beginning such work as sliall require both little mental and physical in teaching

hibor, so that the results

may

The

instruction

thorougli,

tion

must be

must be closely

riveted,

outset should poor or faulty

Dr. lias

I.

quickly attained.

and tlie attenand only at the

work

l)e

G. I{:rimitz, a contemporary of

treated

this

subject

work "Die Landscliulen auch

Ijo

Arlu'its

tolerated."

Wageman,

more at length in s<^ wohl wie Lelir

his als

odor Industrie Schulcn IJetrachtet"

DEVELOPMENT OF MANUAL TRAINING The Country Schools Viewed as and Manual or Industrial Schools").

63

Instruction

("

This work

was published in 1794, and by a royal mandate was ordered to be bought by every parish in Prussia.

He

"The time devoted to book studies much decreased if theoretical and prac-

says:

might be tical work

Avere

combined

;

arrived

at

the

conclusion

learned

in

this

way,

half has

we have

and,

since

that

more

one might

say

will

that

become greater than the whole.

work alone

is

fact that

boys, after spending six hours per

the

Book

very unproductive of good

proven by the

sults, as is

be

re-

our country

day

at school

during a period of from six to eight years, are

most cases ignorant, rough, and illiterate." This book contains many practical suggestions concerning the arrangement of manual in

instruction,

as

well as accounts

of

the public

which manual training has been

schools in

intro-

duced.

At

this

time a similar movement was going on

The

in France.

old

great revolution against all the

customs had just begun.

Mirabeau,

demolir

"

"

In the words of

pour tout reconstruire

(" in

everything must

ete force de tout

order to reconstruct everything, first

be destroyed").

The

signs

THE HISTORY OF MANUAL TRAINING

64

of the early period

gave promise of an entire

cliange in the form of

public instruction, and a

well-arranged plan embodying the

manual work was adopted. In a comprehensive and ''L'instruction

titled

dant

la

en

on

book en-

interesting

Public

ideas

France

Pen-

Revolution," published in Paris in 1881,

Hqjpeau says systems

all

new

** :

of

All principles of education and instruction

have

been

studied

of view

of a and developed from government which through the grace of God has been founded from the ruins of a kingdom, by

the

national

the

as its

will.

point

Our education should have,

starting point, a respect for the rights

of

man, and should be arranged to suit the needs and demands of a people who but a short time ago acquired their liberty."

The National Assembly now exhibited a peculAt the same time that it crushed iar drama. out

all

way

that seemed to stand as an obstacle in the

of the

new order

of things, executing thereby

the most terrible and bloodthirsty acts, ested itself in the study of all to

the education of the masses,

and judgment most astonishing

it

inter-

matters pertaining Avitli

in

its

a calmness

strong con-

trast to the perpetration of its dreadful deeds.

In 1793, the year that witnessed the falling of

DEVELOPMENT OF MANUAL TRAINING the

heads of the king and queen

guillotine,

when

raged at

terrorism

65

the

before

highest,

its

the convention worked with great eagerness to

throughout

establish

excited

the

embodying the new

schools

republic

ideas.

new

At no time

have these questions played so prominent a part in public debate, and caused so much general discussion, as during these eventbefore or since

ful times.

Hippeau further says

'' :

To the time

of the

convention can be traced the origin of the idea of introducing

manual work

in

the

elementary

schools."

On

the

13th of

July,

which was

be followed throughout the

to

had

This plan

republic.

Michael

been drawn

member

Peletier,

a

who was murdered

in

le

laid

Assembly a plan of educa-

before the National tion

1793, Hohe^jylerre

up by

of the Assembly,

January of the same year. Robespierre Avas its warmest advocate. The following is an extract from this plan " Public education, besides giving strength and :

health,

must

instil

work, because this

is

the

duty of the

habit

to all both a necessity

of

and

an advantage. to a thorough I do not refer knowledge of any particular kind of work, but rather to that energy, that activity, that Indus-

TUE HISTORY OF MANUAL TRAINING

66

and

triousness,

which

that perseverance

the

characterize

life

every diligent

of

will see its fruits of agriculture

redoubled.

the

in

Instil

work, and his

cured, as he

upon

end,

Educate such men, and the republic

individual.

habit of

the

to

himself.

I

child this need, this

future

then

will

and of industry existence

se-

is

dependent

be entirely

consider this part of education

most important, and therefore my plan of general instruction contains manual labor as its vital feature. Of all the sources which are apt as the

stimulate the

to

average child,

none

will

pro-

duce a greater desire for activity than physical work. "

By

this bill

interest fathers,

which

I lay

teachers,

because their taxes

will

may hope

because they

new

before you,

and for

hope

to

Fathers,

pupils.

be decreased

I

;

teachers,

honor and recom-

and children, because the accomplishment of some real, material work will pense in this

always be

to

field

them

;

a

source of great delight.

would desire that various kinds of handicraft work might be introduced." I

In spite of Robespierre's

remained it

for

was not

efforts, this

almost a century at a until the era of

that the ideas of the

first

question

stand-still,

the third

and

republic

were carried into execu-

DEVELOPMENT OF MANUAL TRAINING tion.

Let us return for a

moment

07

to the progress

Germany. A. H. Niemeyer (1754-1828), rector of tlie University of Halle, and director of the institutions founded by Francke, in his well-known work, " Die Grundsatze der Erziehung und des Unterrichtes " (" The Principles of Education and " The more incessantly Ave Instruction "), says employ the children, the more we can shield them from evil habits, and create in them a in

:

desire for the

good.

Children for

whom

other-

no hope, needed but very wise little correction as soon as a means for keeping To disthem actively employed was found. there seemed

cover an occupation

development,

is

suital)le

without

each stage

to

doubt

the

We

work of every educational system.

of

important should

therefore give the children an opportunity to be-

come mentally and physically active, and should not tax them beyond their natural forces. Manual work strengthens the body, and frees the home life

"

from dullness and emiuL

Of the many kinds of physical

carpentry

may

labor,

the

be considered as the most suitable

handicraft for the young, on account of the

works that can be accomplished

in

it,

and

many

also

on

account of the great variety of tools employed.

68

HI8T0BY OF MANUAL TRAINING

Tllb:

Carpentry

artistic faculty.

how

to

It is Avell

Neglecting

the haninier, the ax, the auger,

this,

we

are really

helpless, since they will be

mon In die

to teach the child

handle such tools as are used in the home,

as the saw,

-

tlie

Turnery exercises the senses and creates

child.

an

not beyond the natural powers of

is

tools

etc.

making our children

unable to use the com-

without hurting themselves."

17U7 a pamphlet appeared I]eniitzung

des

bei

entitled, "

Kindern

Triebes, beschaftigt zu sein " ("

so

How

to

Uber

thiitigen

Make Use

of the Child's Active Impulse to be Occupied").

The author, tor

H. G. Ileusiiiger (17G6-1837), docof philosophy and i)edagogy at the University

of Jena,

is,

J.

generally speaking, to be regarded as

the predecessor of Froebel, as he begins with very

nearly the same princijdes, and arrives at similar conclusions.

Rissmann says carefully studied

by Froebel were

of

"

Heusinger's works were very

by Froebel. all

marked

His books owned with

many mar-

It is needless to say that this

ginal notes.

not in any

:

way

Froebel's

does

detract from the practical value

pedagogy."

Much

stress

is

laid

u})on the development of the sense of beauty, for

which reason Heusinger believes that modeling should form a part of the school work.

DEVELOPMENT OF MANUAL TRAINING The following

is

markal)le writings

:

a short extract from "

From

knowledge

it is

Is it at all sur-

from books alone that

A

to be obtained?

is

his re-

the sixth year on, the

children are taught from books. prising that they think

69

bright child has

and to study out of them. The acquisition of knowledge by his own observation, by his own efforts, no other

therefore

is

desire than to get books

something that our present education does not him.

teach

because

it

This is

still

is

left

for after school

Itelieved that the teaching of

should be the main feature of

facts

hours,

educational

all

systems."

Heusinger shows us in his book

Wertheim

"

the instruction

ing the school work.

it

who

He

sliould be a principal satisfies

He

"),

how

his

shows that

must be founded upon experi-

ences gathered by those

as

Die Familie

("The Family Wertheim

principles are best to be applied.

work

"

are closely

watch-

thinks that manual

means of education,

the child's natural desire for creat-

ing and imitating.

Regarding the choice of occupation, he l)elieves that tlie occupation should correspond with the physical forces secondly, that the work

—

first,

;

should not impair the child's health that

it

;

thirdly,

sliould be executed both while sitting

and

THE UISTORY OF MANUAL TRAINING

70

opportunity to frequently

standing, thus giving

change the position of the body

fourtlily, that

;

the work should not only be the means of

mak-

ing the future apprenticeship to the trades easier, l)ut

should be of general use in any vocation should

materials

liftlily,

that

which

many

different

sixthly, that the

main

objects

can

be

made

should be laid upon

stress

the connection between the practical the acquisition of true knowledge

work and

and, finally,

;

work should develop the sense of form To accomplish all this, Heusinger pasteboard, bone, wax, metal, and wood

that the

and

from

be chosen

beauty.

pro})oses

work.

Emanuel von FelUnherfi (1771-1844), founder of Hofwyl,

as

he liked to

laborating with

himself, partly col-

call

strove

Pestalozzi,

national system of education

Fellenberg

turned as a

it

Among

bought

into a colony

model all

well-known

Hofwyl was an

.

this

in

1799,

and

which to-day might serve and industrial work.

for agricultural

the ''

institutions

Poor School

motto of the school was he told his pupils again industrious

develop a

north of Bern, Switz-

estate situated several miles

erland.

to

men

not

" ''

founded there, the

was I'ray

The and Work," and

his favorite.

and again

only produce

tliat

truly

more than

DEVELOPMENT OF MANUAL TRAINING dull, mechaniccil workers, l)ut

do the

state a greater

71

are really able to

and higher

service.

In this school the pupils were principally occupied in the

fields,

in the woods, in housework,

and in the shops. As a recreation, instruction was given in theoretical studies. One who witThe instrucnessed what was done here says tion given was indeed refreshing. The boys would come from an arduous task, and would return to it with renewed energy and readiness. I can only explain this on the ground that they were spurred on by the existence of an inner mental joy." Here are Fellenberg's words " Philanthropists, come and rejoice with me in the blessed expe''

:

:

rience of the fact that the

necessity of earning

one's

own bread can be productive

sults

than the dwarfing of mental and corporal

of better re-

and that physical exertion under correct guidance may be of great and lasting benefit to In his school for boys l)0th mind and body." forces,

of the higher classes, in which, during a period of

some ten

families

of

years, tlic sons of the

Europe, and even

most renowned princes

of

the

reigning houses, were pupils, manual instruction

was given in wood and pasteboard work. Johann Jacoh Wehdi (1700-1855) was for many years the director of the poor school at Hofwyl.

THE HI8T0RT OF MANUAL TRAINING

73

Though

and simple man, who never had

a plain

the advantage of a higher education, he nevertheless possessed just those qualities

nentty fitted

He

to

intelligible

and

The education

for

most

the

usual

school,

little

When

at

of

instruction,

children

in

the

chief

aim

time was devoted to

the

practical light.

work being the

Wehrli gave

studies.

struction.

method

matters Ijefore the

all

which emi-

be a teacher of the poor.

followed Pestalozzi's

placing

of

him

work,

lie

much chance inmany instruc-

told

would even require tlie children to solve problems in arithmetic; and at the same time, in the most natural way, he would tell them facts connected with the practical work which they had in hand. Through his efforts, the scholars learned to He loved his work in a thoughtful manner. pupils as a father, and nursed them as a mother. In later years, many schools with his method were founded throughout Germany, and such have been called Wehrli schools." Bernliard Heinrwli Bhtsche was to Salzmann tive tales,

and sometimes

lie

''

wlint Weln-li

was

to Fellenberg;

esteemed contemporary. the so-called

much

"

namely, a higldy

Blasche superintended

mechanical

work."

A man

of

experience as a teacher, he has ex})ressed

DEVELOPMENT OF MANUAL TRAINING the value of

fluence in his

of which,

"

manual labor as an educational innumerous writings, the best known

Die Werstiltte der Kinder,"

and

tensive

His views,

interesting-

in are

four that

is

an ex-

volumes.

manual

taught as a basis for intel-

\)g

improvement.

G.

J.

work

Rousseau's,

like

training should lectual

73

Fichte

speeches to the

(17G2-1814), in his well-known

German

nation, points out the

importance of incorporating manual training into the national educational system, and says that

the only "

My

and

means

for the fatherland's regeneration.

request

cliicf

is

that theoretical instruction

labor be

practical

it is

combined, so that each

school will appear self-supporting to

its

scholars,

thereby creating a desire in each pupil to contribute his share of

work

in accordance with his

capabilities. "

Without touching upon the

feasibility or tlie

economical practicability of such a method instruction

—

of

questions which rightfully belong to

our proposition

—my request

arises as a direct re-

aim of true education, partly because majority of those Avho are instructed under

sult of the tlie

the national

educational system belong to

the

workingmen's classes, whose early training should without doubt be in the line of technical work,

H

THE HISTORY OF MANUAL TRAINING

and more especially bocauye there

young

the

will arise in

a consciousness of being able to shift

and a reluctance

for themselves,

to rely

upon the

munificence of others. "

This

is

surely the solo condition of each man's If

self-respect.

we were

to investigate the careers

of those Avho have led a bad or demoralized

we should always

life,

would neither

find that they

learn to work, nor to understand the true habit

of economy. "

Our

idea

to teach the .young

is

so that in the future they will not

how l)e

commit crime

in order to satisfy the

of existence.

We

who

would

in

to

work,

tempted

to

mere needs

no case except those

intend to follow a learned career from this

kind of work." Schindlei', a

prominent Swiss statesman, in 1854

gave to the public the following prize question "

How

shall

the instruction

schools be freed from

its

in

:

our elementary

present abstract method,

and be made luore conducive to true mental development?" This question was the cause of many competitive writings, nnu^ng which may be mentioned essays from the most })rominent pedagogues of the day.

The newspapers discussed the it

matter, and held

in its true light before the eyes of the public.

DEVELOPMENT OF MANUAL TRAININO The was

at

manual education

once suggested.

Among special

of

value

pedagogical

Vo

mention

;

Land-gemeinden

viz.,

in

''

two

answers,

valuable

the

deserve

Die Arbeits-schulen der

ihren

voll-berechtigten

zu-

sammenwirken mit der Lchrschulen " (" The Working Schools of the Parishes in their True Elementary Schools ") by Dr. Conrad Michelson, and "Die Erziehung zur Ar" beit, eine Forderung des Lebens an die Schule ('' The Education to Work, a Demand which Life makes of the Scliool ") by Karl Friedricli. We give a few extracts from these works. Relation to the

from Fichte's statement that the public education was the important problem of Proceeding

the period, Michelson tried to prove that the solution could

be more easily reached

ing the elementary schools, which

b}^

connect-

at that

time

were simply reading schools, with the so-called

working founded

schools.

in 1796,

Ilolstein.

that he

The author speaks of those by Duke Peter of Oldenhurg, in

This warm-hearted nobleman, feeling

had not done

ing freedom to his

by simply grantand knowing " that he

sufficient

serfs,

must understand how to use his lil)erty, how to busv tlie mind, and employ tlie hands," established manual schools in which wlio

is

free

THE BISTORT OF MANUAL TRAINING

7G

and weaving were taught to and gardening to both. Dr. Conrad Michehon, who had made a close

spinning,

sewing,

wood-work

girls,

to boys,

study of these schools, says talking to cated there

" I

:

much

spent

time

men and women who had been eduI found that though many had for;

had been taught in the reading schools, the working school was still living in their grateful recollections, and they all, without exception, acknowledged the valuahle habits they had acquired there." gotten the most of that wliich

In another chapter he says

:

"

When

it

nec-

is

essary to fight against a dee[)ly rooted disease, the

must be taken one would like them to

facts of the case

not as

you many curious

facts

lial)itual

when urgent

tell

I

who had been

who worked only drove him to it. His s<^n

drunkard, and necessity

evenings

himself

in

the

son's

some

by doing

One evening

manual work. interested

could

be.

about these families.

one of these working schools, and

liad joined

busied

and

they

"I recall one instance of a father

an

are,

as

the

work, and

little

father l)ecame it

was not a

long time after this that he was encouraged take a luind in

mid

useful.

I

He know

it.

to

has since become thrifty of

another

case,

where,

through the influence of a daughter, the good

DEVELOPMENT OF MANUAL TRAINING

77

taught in the school was reflected as a blessing in the house.

To you who believe only in figures, I can show by figures that a large part of the expenses which working schools will entail would in reality be "

saved out of the funds which are

on the poor-house." According to Michelson,

now expended

all articles

of luxury

should be excluded from the manual

work, for

the same reason that

all

abstract subjects should

be omitted IVom the book studies. "

Erziehen, nicht Verziehen

guidance

").

It

habit to work.

On

is

" ("

His motto

is,

Guidance, not Mis-

not models

we want, but

the

Referring to the models, he says

many

:

manual training school has been wrecked." The kind of work must be arranged in accordance with the sphere in which "

this

rock

a

the pupils live, so that they

come prepared

may

in a

measure be-

for their future occupations.

The

country boys should be instructed in Kliitern

(manual training *

in

wood-work) and

'•'

in plaiting.

The oxpression

Kliitern^ taken from tlio PTolstoin dialect, Swedish Trasloijd (wood-sloyd). Acto Miclielson, Kliiterv siunifies all kinds of wood-

corres])oii
to

tlie

work, ))oth for home and ticUl industry, such work as does not apply to any particular trade. Duke Peter's statement, that the aim of tlie country working school should he to produce various objects in wood for the home, the stable, the barn, and the field, expressed the same idea.

THE ETSrORY OF MANUAL TRAININO

78

Karl

C

Friedrich's

Education to

and

Erziehiing

''

Work

"),

written with

in a clear, persuasive tone,

is

Arbeit

zur

a

much

work of

merit which exerted a wide influence.

care

great

has

It

and is still used Those who in the

attracted considerable attention, a

as

main

book

reference.

s^niipathize with this author will find

times

at

of

dealing

him

and again

exaggerations,

in

dreamland In the first four chapters, to which is prefixed the " Konnen ist besser dcnn Wissen " (" To be Able is better than to Know "), Friedrich ex})lains what seem to him to l:)e the faults that underlie the wandering in

idealistic

He

Some

of

are not proportionately valuable

to

elementary school system. the subjects tlie

amount

learned

is

quotations

of time devested to

very soon furnish

Fried rich's opinions "

In

gium

says

a

forgotten."

good

them what is The following ;

illustration

of Karl

:

1882 a committee on instruction in BelexaiTiined

8,917

young

soldiers.

number, 7,801 had attended either a private elementary school.

were

"

:

obtained

:

Of

2,;>47

1,877 had taken a

education.

Of 6,480 who could 41)2,

this

The following results young men who could

not write,

not add the figures

Of

pu1)lic or a

lO'i,

primary wi'ite,

18;

school

1,476 could

;3,12()

did not

DEVELOPMEm OF MANUAL TRAINING know how many is

situated

;

meters there are in one kilo-

which country Lonand 4,047 did not know whether

meter; 684 did not

don

know

in

Moses lived before or after Christ. Purely mental exertion impedes ''

bodily

development.

Saxony,

in

out of 1,004 young

found physically

incapable,

men who were

part of

Prussia,

902 were

176 partially inca-

and 199 beneath the required

a certain

healthy

community

In a certain

to be enrolled in the military service,

pable,

79

among

stature.

17,246

In

young

men, who on examinations were only to serve for one year in the army, 80/^ were found physically incapable.

account of having passed special

"

In the work of the public school, a great

dis-

and proportion exists between the number of pupils, and therefore it becomes impossible for the most zealous teacher to occupy all the children under his care, and to keep proper discipline. He is sure to be overworked the teaching force

and physically enfeebled.

The continuous still sitting, and the teaching of subjects which neither attract nor hold the child's attention, are the reasons why no real desire for knowledge is engendered and when the children work with eagerness and apparent pleasure, it is generally due to other means than "

;

TUE UISTOBY OF MANUAL TRAINING

80

The present instruction neither corresponds with what the true aim of the pubhc school should be, nor

an

the subject

in

interest

itself.

the laws that directly relate to the nature

with

of the child. "

The cause

in the

that

fact

may

be found

has been

changed

of these sad truths

school

the

from an institution which should be a means to an end, into one that has concentrated its entire Instead of at every stage aim within itself. adapting

its

instruction

the

after-school

out

its

own

each study force

which

it

dogmatically

is

is

follows

ideas regarding the subjects to be

and the degree of perfection

taught,

We

period,

the requirements of

to

What

to be carried.

opposed to their natural

which

the result?

abide by

our children to

they prefer the golden

is

to

a

system

desires, since

fruits of life to

grave and

})Ouderous theories. "

By making

tlian it

the

more practical we can best effect a

instruction

has hitherto been,

So long as the school teaches only theoretical subjects, it will continue to betrue i)reparation.

come more and more proud of instil

the tical

an

life

air of superiority

outside

and

will

toward the home and

of the school.

element would

these,

l"urnisli

A

purely prac-

reactionary means.

DEVELOPMENT OF MANUAL TRAINING

81

This tendency to do practical and physical work is

a

demand

of

human

nature, especially visible

in the young, since they not only require a har-

monious development, but

can

also

have their

desire for activity best satisfied in this way.

The advantage of a practical discipline can be explained by stating that the method must proceed from the simplest and most convenient to the more difficult and involved exercises of "

the powers

;

thus being opposed to the tlieoretical

method, which

usually

proceeds

from

conij)li-

cated abstractions, which of necessity strain and

confuse the pupils. ''

work

Since practical

is

consistent with

the

is no particular need awakening an interest by artificial or compulsory means. Pedagogy itself will accomplisli through practical instruction that which it con-

nature of the youth, there

of

its first duty namely, it will secure by investigation a correct knowledge of the true

ceives as

;

characteristics of "

Individuality

its

pupils.

presupposes

a

distinct

self-

and can never be the result of recepalone. Every teacher has known boys

activity,

tivity

who were remarkable at

school,

for

their

and who, Avhen put

dullness in

while

other sur-

roundings, became active and useful, while some

THE HISTORY OF MANUAL TRAINING

82

the

of

grew

pupils

excellent

so-called

to

be

and unprincipled men.

lazy

When we

think of the sickness and deformity caused by the leaning positions assumed by both teacher and pupils, it requires no argument to "

advantages

convince

us

physical

development

l)ractical

work.

"The

of the

to

of

as

it

the

manual work is and moral nature,

Competition in

more natural and

for the reason that

less

this

Avork

dangerous turn,

an ambition which seeks to

work more correctly is surely more natand less dangerous than one which aims

do a ural at

from

as niucli a feature of education

instruction.

takes a

and

advantage of

greatest

which renders

health

gained

be

intkience on the cliaracter

its

to

simi)ly

heing considered to

have done some-

thing better. "

The

direct life

is

bcjaring

u})on

the

the

home and

the family

of a great pedagogical value, because

educated parents are i)rogress

conies

practical instruction has a

fact tliat the

of

al)le

tlieir

to

less

take an interest in

children,

as

more within the capacity of

this

work

their judg-

ment."

Having spoken

:il»out

the

})revious

attempts

made, and liaving explained some of the reasons

DEVELOPMENT OF MANUAL TRAINING such

wliy

author

proved

attempts

tries to

show

83

the

unsuccessful,

a possibiHty of the realiza-

tion of his ideas.

His

book

destiny

ends these

of

going

the

author thinks

his fatherland,

manhood,

to

him seems educational originality

Whatever

be

the

they

contemplations, whetlier direct

youth growing up declaring what to

the real defect in the

his

not,

has paid a debt to

to

He

system.

or

lie

openly

Ijy

result

tlie

that

and

to be

for

"

:

have some

are

to

thus

does

not but

proposition,

advantage of being the expression

present

claim

any

has

the

it

of a thought,

which perhaps for a long time has been in the minds of many fathers and many teachers." ''Die Erziehung zur Arbeit" came out in 1852.

Thirty-one

another author.

edition,

Instead

we Prof. Karl

years

later

completely of

the

it

appeared

by the de plume Karl

revised

noni

on the title-page

name

Frledrwh,

find

of

Biederinan, a prominent writer

political

science.

active part this

in

the

in

tlie

on Professor Biederman took an political

strife

of

1848.

second edition, the Swedish Sloyd

is

In

men-

tioned in a most flattering w^ay.

In the middle of this century, while throughout Germany a great deal of activity was mani-

THE HISTORY OF MANUAL TRAINING

84

pedagogical

in

fested

by numerous

writings

Torsten

self-made

schoolman with

on

—a

as

he

unremitting

period

marked

manual training

tlie

Hudenschold

question

worked

circles

(17U8-1859),

been

has

zeal

the

called,

reform the

to

Swedisli public school system. It

is

not so

much

because of what he said or

wrote, but rather for

what he

did,

and

for

the

example he furnished to others, that many of who liave worked in the cause of education will remember him with a feeling of love and esteem, as a man whose warm heart told liim what the 2:>eople needed, and whose gifts

those

as a

true

educator

enabled

him

to

scatter the

seeds for future harvests.

To

tlie

advocates

struction system,

that

it

of the

Swedish Sloyd

in-

will be pleasant to recollect

Rudenschold did not overlook the impor-

manual training. In a little pamphlet which appeared in 185G entitled, " The Practical Arrangement of the

tance of educational

Swedisli Public School," he says

ing more and

It is

becom-

more universally acknowledged,

that in the elementary school

overburdened

'' :

with

continual

the

children

reading

are

lessons,

which they have not had sufficient time to and the result of which is a valueless

digest,

DEVELOPMENT OF MANUAL TRAINING

That the mind and the

memory knowledge. body

same time, is be more and more under-

developed

are to be

gradually coming to stood.

Gymnastics

remedy

to

awaken

interest for its "

To devote

is

at

too

the

much

sake.

much

time to corporal work

cannot be advantageous, as we do to

make

of

all

future rests

either

mechanics or

our children of his

health

of a

either a sufficient pleasure or

own too

85

child.

;

not

propose

j)hysical

workers

yet no one

In

real

can

life,

tell

upon an uncertain and ever changing

In the mercantile world,

'

all is

the

everything basis.

not gold that

glitters.'

of credits,

when

high their social position

may

"

The system

examined into, may be likened to a tremendous sphere resting upon a volcano. The pupils who are fond of speculation are walking upon it. The eruption suddenly comes. It then happens that the young men of the better classes are left without a means of self-support. ''Children of the best families, no matter how

much

benefit

closely

be,

will receive

from an early training in physical

work, as we constantly hear the complaint that they are too weak, and seek only the pleasures of

life

and

its

expensive diversions.

They

will

TEE HISTORY OF MANUAL TRAINING

86

then learn for themselves that in corporal work there it

is

more true

and

satisfaction,

will

prefer

as a refreshing pastime.

"It

is

United his

his

America, that

of

States

mornings

devote

John Adams, President of the

said of

afternoons

leisure

would farming and he

duties

executive

in

spending

after

to

gardening."

In studying the history of pedagogy, in order to learn the ideas expressed by the more promi-

on the manual training question, two names which must not be overlooked are those of Tuiskon Ziller and Uno ('Vgnaeus. nent writers

Tuiskon Ziller in 1864 published his scientific

work

entitled

"

Grundlegung zur Lehre von Principles for " ('' The

Erziehenden Unterricht

the Study of Educational Instruction

Ziller

").

was professor of pedagogy at the University of Leipzig, and was a follower of Herbart in the true sense

He

word.

of the

discusses

manual

training very thoroughly. ''

Its

calling

object," easier,

says, "

he

and

it

the direct service of the either

the

If

to

state

trades

or of

the work

is

of special

home.

is

should

that a profit will

accrue

to

I'rom

make any not

be

life's

put

in

by the teaching

manual work be the

in

arranged so sale

of the

DEVELOPMENT OF objects

31A JS

UAL TRAINING

87

made, the future of each child will be

sacrificed.

This

question

is

not to be regarded

The selling of work would imply a continual repetition of aljout the same exercise, which means a from an economical standpoint.

the

thoughtless, mechanical occupation. '^

The elements of various handicrafts may be

taught, such as turnery, the use of the hanniier,

saw, plane, bore,

and

file.

taken from the series in cises are to Ijc

found, so as to avoid difficult and

intricate combinations.

work should

Such models must be which the simplest exer-

Theoretical and practical

as far as possible bear

one another

out. " ics,

On

the one hand, natural science, mathemat-

grammar,

histor}^,

geography, drawing, and

singing should offer problems to the work-shop

;

and, on the other hand, the practical experiences

gathered in the manual work should studies the

more

Ziller argues

make

Ijook

easily learned."

very strongly against the theory

which had been previously advanced; namely, manual work should form the basis for all instruction whose aim is a general educathat "

tional one." l/no

Cygna/ns has not come

prominent

place

among

the

occupy

his

educators of

his

to

THE HISTOBT OF MANUAL TRAINING

88

time

tlirougli

his

numerous

scientific

C()ntril)u-

His views have

tions to pedagogical

literature.

been expressed

words than in deeds.

less in

They

stand forth in sharp, distinct clearness in those

which put life into the public school system of Finland, and in all the principles according to which this system is now carried on. They have been subjected to the closest practical investigation, and all Finnish teachers know how well they have stood the test. Some of these principles, taken from observation of the school Avork, and from information given perspecial school laws

sonally, are the following "

a

The primary school should be organized

general

common Its

fundamental educational

as

institution,

to the children of all classes of society.

direction

must be

practical,

and

of instruction thoroughly educational.

its

system

Since

tlie

mother is the chief educator in the home, the growing woman must be trained for her future vocation, and be made familiar with those facts that relate to the child's physical life and its To bring this about, nurseries and education. kindergartens should be public the

school.

connected with every

Iveligious

and moral training,

teaching of orderliness and cleanliness, are

more

important

re(piisites

ibr

the

school

to

DEVELOPMENT OF MANUAL TRAINING fulfill

than

order

to

the

teaching

book

of

89

studies.

In

promote the practical tendency in the work, much stress must be laid upon

school

drawing, singing, music, and manual work.

The manual work is means of formal education "

to ;

be

that

applied as a is,

to develop

hand

the eye to the sense of form, and the

to

dexterity, not for a particular trade, but for pro-

moting symmetry in general, and creating orderCarpentry work, turnery, liness and neatness. work and smith's are excellent means to this end. "

The manual work

like a trade, nor to

or play.

It

l)e

is

neither

to be

driven

regarded as a recreation

must hold a position of equal impor-

tance with the other subjects.

For these reasons,

must be taught by pedagogically educated persons, pai'ticularly so in the country schools, where it

the general in this

teacher should also give instruction

kind of work.

The teacher himself must study the theory and its practical application. He must have a true conception of its aim as a means of formal training, and he must have learned most "

of the manipulations so as to be able to properly direct

his class.

retical lessons

;

do not underestimate theobelieve that all work, even the I

I

THE HISTORY OF MANUAL TRAINING

90

roughest manual labor, presupposes a mental mo-

and a mental aim.

tive "

Just as

society,

the masses,

who form

should receive a

higher

germ

of

education

in

the

order to acquire a nobler, more moral, and more

whatever work they

ideal ambition for

chosen, so

should the so-called

taught that

God

may have

better

class

be

has not given the hands merely

limbs for taking food and drink, but rather

as

as the ''

I

most useful and ingenious of

tools.

do not forget that the hand guides the pen, and the operation knife, and I

the paint-l)rush,

work as but I would

also value such wonderful

it lias

in these directions

lay stress

general hand

will better "

upon

dexterity as a most important

quisition to each

or low station

;

achieved

and every one.

who

ac-

Those of high

possess this valuable treasure

understand

its

worth

in others.

Teach the child general manual dexterity, and

the practical

work

The strife then be made far honor.

will in

time take a position of

l)etween capital and lal)or will less severe."

CHAPTER

IV.

ALFRED JOHANNSON'S NAAS MODEL SERIES. OTTO SALAMON'S INTRODUCTION. [Translated from the Swedish.)

questions relating IN there no danger is

maining all

a stand-still.

at

educational matters,

to

so

great as that of

re-

These questions, like

things in this universe, are continually under-

going change.

Much

that was yesterday found

desirable can to-day hardly be used, and to-morrow be discarded altogether.

will

admit the truth of this fact, without committing one's self to the error of saying It is easy to

is old is l)ad, and all that is new, There are truths which can never grow though they may at times appear disguised

that all that

good. old,

under new forms while, on the other hand, many new ideas seem excellent until they have ;

been subjected to the actual

when they

tests

of experience,

are found to be utterlv impracticable. 91

NAAS MODEL SERIES

92

mean must

In educational matters, the golden

On

be chosen.

we must be

the one hand,

care-

not to stagnate, not to offer ourselves as prey

ful

to the advocates of the old

other hand,

we should seek

methods

;

on the

but,

to avoid that restless

anxiety to change a system of education which

hardly had time to be submitted to a

has

a

for

trial,

newer system

never been tried

The

opinion

perhaps

has

at all.

method which

true teacher will adopt the

his

in

which

fair

is

calculated

best

to

produce a

and will then see that his method is carefully and systematiThe teacher soon finds, by cally carried out. full

development of the

faculties,

experience, that in educational

and simple may

things

and what appears

are not always as they seem," clear

"

matters

really be of a very com-

plex nature.

The experienced

jump he

is

teacher

conclusions

at

is

not

careful

concerning any

not satisfied to accept what others

regarding

it,

nor

own judgment;

is

to

method

may

say

he willing even to trust to his

but, Ijefore he will adopt a

new

must know from personal observation and experience what results it yields. metliod, he

Educational Sloyd, one of tional

methods,

is

as

^^'t

in

tlie its

latest first

educastage of

OTTO SALAMON'S INTRODUCTION devolopmeiit.

Tho fundamental

govern

clearly defined, 1)ut

it

are

93

i)rinc'iplos wliicli

the

({uestion

most advantageous application of these principles is still an open one. We have taken advantage of the investigations and suggestions made by others, and have availed ourselves of as to the

the

of

results

applies

in

present

their

particular

of

series

wide the

to

A

models.

This

experiences.

series

our

of

selection

of models

which a few years ago was considered practicable is now found to be unsuitable. an

In

institution

such

where the avowed aim an}^ neglect to

times would

is

as to

that

Naiis,

educate teachers,

keep pace with the

have been

at

spirit of the

inexcusable.

The

ex-

periences gained from each course of instruction

have been invaluable, and we have profited by the suggestions of the students themselves.

Three hours a week were devoted

and

it

to discussion,

was then that each student had an oppor-

In ideas on the subject. hundreds of eyes watching and criticising our work, it was comparatively easy to discover and correct the errors in the system. These changes, however, have not always been found to be improvements, and it has often been

tunity to express his this

way, with

necessary to reinstate the older methods.

NAA8 MODEL SERIES

94

Tlio

Niiils

method,

system,

Nilas

in

that

is

contradistinction to the

method which

particular

adopts the exercises of carpentry Sloyd as a basis

manual Sloyd.

for tlie educational

nor models should form the

become more or with

the

of any

performed with one tool

exercises

for

l)asis

Neither tools

less

assistance

difficult

of other

when

method do

not

practiced

and models

tools,

are merely chance expressions of various combi-

nations

of

exercises.

^y

work done by the use of

exercises tools,

we

mean

in accordance

with delinite rules, designed to meet special purposes.

The statement are to

ing

to

])e

that "the models of the series

arranged in consecutive order accord-

comparative

their

difficulty,

from the simple to the complex," to the series of

fore,

As

work done

more the embodiment

in these exercises.

to the choice of models, the following rules

should be observed

1.

refers, there-

exercises to be used,

than to the models which are of the

proceeding

All

articles

of

:

luxury slionld ho oxcludod, and the

models should have a practical value. 2. The models should be such as can be finished by the pupils themselves.

OTTO 8ALAM0N'8 INTRODUCTION

95

3. They should be made entirely of wood; some of soft and others of hard wood. 4. As little material as possible should be used. 5. The work should not require polish. 6. The models should require little or no turning and carv-

ing.

They should develop the sense of form and beauty. The construction of the series of models should require the use of all necessary tools, and the performance of the most important manipulations connected with wood-work. 7. 8.

The

practical

work

at

the

Naas Seminariuiii

originally consisted of but one series of models.

This has been changed so that the student can

work out such a series the school in which it at present three series cises.

Wherever

as will be best is

to be used.

adapted to

We

have

with nearly the same exer-

possible, the

used in each of the three

same models are

series.

The three series of the Naas system are " The Fundamental Series for Country Elementary Schools," " The Town Elementary School Series for Boys," and the " Higher Boys' School Series." The series for higher girls' schools has not as yet :

been completed.

Otto Salamun„ Naas, March

18, 1890.

NAAS MODEL SERIES

96

THE NAAS MODELS. Models in the Fundamental Series.

/.

(A Series for the Country Elementary Schools.) I.

a.

K

I.

h.

K

i 11

d

e r

ga

r t

c

n

XXII. Ax handle. XXIII. Footstool.

ga

r te

n

XXIV.

pointer.

nd

i

e r

XXV.

pointer. II.

III.

Rake

tooth.

Round

flower stick.

IV. Penholder. V. Rectangular

flower

VI. Slate-pencil holder.

Key

XXIX.

XXX.

stick.

yil.

XXVI. XXVII. XXVIII.

label.

VIII. Thread winder.

XI. Paper-cutter.

XII.

a.

Pail liandle.

XII.

h.

Part of an ox-bow.

handle.

Spoon. Ijoard.

Flower-pot cross.

XVIII. Scythe sharpener.

XIX.

XX.

Ruler.

Bootjack.

Clothes-rack.

XXI. Flower-pot

XXXV. XXXVI. XXXVII.

XXXIX.

Match box. Baseball bat.

Meter measure.

stand.

box.

Stool.

XL. Try-square. XLI. Plate rack. XLII. Marking gauge. XLIII. Rake liead.

XLIV.

Scoop.

han-

dle.

XXXVIII. Pen

XIII. Small bowl.

Chopping

Baker's shovel. Clothes-beater.

XXXI. Lamp bracket. XXXII. Weaving shuttle. XXXIII. Knife box.

X. Harness pin.

Hammer

Ladle.

XXXIV. American ax

IX. Dibble.

XIV. XV. XVI. XVII.

Barrel cover.

Box.

Picture frame.

XLV. Tool rack. XLVI. Douirh trout^h.

THE NAAS MODELS XLVII. Book-stand. XLVIII. Hooped bucket. //.

XLIX.

Cabinet.

L. Table.

Models in the Town Elementary Series. (A Series for the City Public

I.

97

Scliools.)

NAA8 MODEL SERIES

98

III. Models in the High-School Series. I.

THE NAAS MODELS

Exei'cises in the I.

Nads Model

99

Series.

NAAS

100

XXXI X.

(iluinj,'.

XL.

Uorinjf

JJOL/1JL

SERIES LVi. Fixing with wooden

with l)rad-

XLI. S

i 11

k

i

iron

11

LVII.

1.

XLJII.

l*uucliin
XLIV.

Ijcvi'lin^ or cliaiui'c

n

I'e r

{)

en d

i

u la

c

ng

(o

XLIX.

()l)li(|ue

i

grooving.

gouging,

with

LXIW

Modeling w

ill.

S

i

th

a,

n-

draw-knife. u a re r

o

LXV. Grooving with and

1

the

s s

elamj)S.

with

key-

hole saw. {)

(s ni o o

a n

1

1

h

i

i

11

g

LXVllL

()l)li<|Ue

LXIX.

Slotting

n g

])laiu').

Planing with round or

knife

chisel.

LX\dl. Sawing

grain).

A'.

(mark-

out

Setting

LXN'l. (iluing with use of

]>

ing (ac

I

plan-

chisel).

b'ixing with screws.

LIl.

LIV. Wedge

,ol)li(jUe

ing divisions with

Circular sawing.

(j

Long

ing.

chisel.

J.

(applied

LXll. Housing or square

\\v

<(

liXIII.

("lianitering

fitting

only to shuttle).

clanij)-

1» 1

with

outside gouge.

LXl. Axle

grooving).

XIA'III.

shooting-board.

jointing.

XLVll. Dovetail i

LIX. Planing with use of

r

j^ougini^.

XI AM. riain

dge (com-

LX. Scooping out

kuilV'.

XLV.

e

mon). r-

draw-

with

<;

Straight

LVIII. Dovetailing

Nailing.

i

planing

grooving.

plates.

XI. 1

(for

})egs

thin wood).

uwl.

compass plane.

edge groov-

ing.

with

(mortising s a

chisel).

w

a n

d

FUNDAMENTAL SEIUKS LXX.

101

NAAS MODEL

103

The woods, white

SEBIEf^

birch, cherry, red oak,

white wood, will be abbreviated, W.

W. W. dred

B.,

and

C, K.

0.,

Their prices are: birch, about $5 per huncherry, $7

;

]jer

hundred

white wood, $4 to

;

Board measure is twelve inches square (surand one inch or less in thickness. The woods can be obtained in all thicknesses up to six inches, varying in each case by one fourth of an inch in thickness. The length varies from $6.

face measure)

12 to 16

feet.

and

feet.

10

Standard lengths arc

12,

lo,

14,

18

to

20

will be given in the inch

and

Special

lengths

are

feet.

The dimensions the metric system.

On

In Sweden the latter

is

used.

the drawings, the dimensions are stated in

all

inches.

The

fiUl

dimensions

do

always

not

appear on the drawings, but they are

given in

the statements under each drawing.

As the ordinary sion

one

than

number nearest inches.

of

rule has

millimeters

no smaller dimeninch, each an

of

sixteenth is

expressed

in

the

in inches and sixteenths of The abbreviation cm. represents centi-

c(juivalent

meter.

All models, wlien

linislied, are to l)e

with sand-paper, but only on those the use of

it

is

absolutely necessary.

smoothed where

})arts

FUNDAMENTAL SERIES Fine sand-paper, No. coarse, No.

tlien

The tools which they

first

be used;

or 00.

are always are

should

1,

103

used

named

in the order

the

for

making

of

in

the

models. Model No. Kindergarten Pointer of W.

I.

(a).

B. or C. (Straight Grain).

ODl linch

Length,

m

1 in.,

or 10

cm.

TMrlnenn,

rrn.

-,^,

in.,

or 0.7 cm.

Cut a suitahle piece of wood in its entire length, so that two of its surfaces will he at right 1.

angles to each other. 2. Cut the required thickness, having first measured same with an inch rule or meter

measure. 3.

Taper the four

sides,

haA^ng drawn a small

square on one of the ends.

The

ol)ject will

now

have the appearance of a regular four-sided truncated pyramid. Cut the corners, making a regular octagonal truncated

again, 4.

making

pyramid.

Cut the corners

a regular cone.

"Measure the required length and cut off at

the l)road end. Exercises.

Long

cut

and

cross cut.

NAAS MODEL SERIES

104

Model No.

I.

(b).

Kindergarten Pointer of W.

B.

or C.

-3}^

B\

-> 'f

1

1

1

'

1

inch

1 cm.

Lfvqth, 3i^

to

in.,

in.,

or 0.7 cm.

the two ol)liquo cuts (the entire

work

1.

rrocood

2.

Mako

l»e

ThirkncKs, ^.

or 10 cm.

as in

No.

I.

[a),

1,

2, 3.

(lone with the Sloyd knife).

Exercises.

— Tj/ng

cnt,

cross caU,

oblique cut.

PVNDAMlCMTAL SERIES 3.

4.

105

Chamfer the corners, as shown in drawing. Measure the length and cut off.

Exercises.

Lo7ig

cross cut, bevel cut.

cut,

Model No.

III.

Round Flower Stick 1 1

of

W. W.

1 i^

inch

1

i-i-i

1

Length,

1.

l\]f, in.,

Saw

piece of

off

Thicknefif!. ^a in.,

from

wood

a

Eemove

length.

cm.

orSOcm.

l)oar(l little

this

with rip saw a

longer than

the

or

1

rm.

suital)le

finished

with the cross-cut

piece

saw. 2.

C'ut

it

in

its

tlie form of a Cut the corners, making

entire length in

square in cross section.

a regular octagonal prism. 3.

Round

it

end as shown and cut off. 4.

Round

Exercises. vex cut

witJi

to a regular cylinder. in

drawing.

the end as Solving knife.

off",

Taper the

Measure the length

shown Jong

in drawing. rut,

cross

cut,

con-

J^AAS

106

MODEL SERIES

Model No.

IV,

Penholder of W. W.

Lenfffh .,71'^. in., or

Thic.kneutt, fi.,in.,

Procoed as in No.

III., 1, 2, 3.

2.

Taper

Measure the

as before.

orl.Srw.

lengtli

'

and

off.

Round

3. i

cm.

1.

cut

si

'iO

the

tliieker

end.

aped seat for the pen to

l)orin<2;

fit

Tlie

in

is

crescent-

made

l)y

a series of lioles in the Hnes, as indicated

by the drawino-, with a suitable twist-drilL Exercises. vex

Sawing

off,

loiifi

cut,

crn,9s

rvt,

con-

cut.

In layinp; nut tho rlimonsions of a model, it is well to lay the rule down on one of its edges, placinji; it close to a mark previously drawn on the model from wliich the required measurement is to l)e taken. Use the point of the knifc> to mark out tlie measurem(Mit. It is hkewise advisable to lay out tlie mensurernent about one sixteenth of an inch more than the re(iuired dimension, so as to have a little spare room to work d(^wn on, in case of any slii^ht mistake, l^y followinti this rule throui^hout the series, it will l)e easier to make the work more coi-n^ct than if the exact dimension is laid out at the start, either by means This also aj)plies to of rule, com]>ass, or marking gauge. those measurements which of themselves arc exceedingly '

small.

FUNDAMENTAL SERIES

107

Model No. V. Rectangular Flower Stick of W. W. 1n

'

->

H

r3n> inch

1

L-Li

J cm. J.fnqth, 13 Jg

1.

m., or 35 cm.

Saw

l)oard

ThickmRH,

and

off along

a

suitable

f^,

in.,

across the grain of

piece

wood with

of

rip

or

1

cm.

tlio

and

cross-cut saw. 2.

Plane face and edge

at

right

angles with

try-plane or fore-})lane.

Measure the thickness at each end with rule and plane down with try-plane, .3.

4.

One end

diagonals on

is

it

made

level

with

knife.

Draw

to obtain the point of the i)yra-

niid. 5.

Mark

out the length of the pyramid on the

four sides. G. 7.

Cut oldiquely to produce pyramid. Measure the entire length and cut

Exercises. i7ig,

Saininr/

squarivg, ohlique

off,

cut,

Jovg saimng,

convex

cut.

off.

edge p/an-

IfAAS MODEL SERIES

108

Model No.

VI.

Slate-Pencil Holder of W. W.

^

1

Lenqlh, 71^

hi.,

—m—^

or 20 cm,

T/iirknctg, ^^ in., or

Remove from

1.

<

1cm.

inch

Itlock,

witli

saw, a suital)le piece of wood.

model, making

rij)

(Jut as in

diagonal center.

lines

on

end, so

tliis

as

4.

La}'

square.

on

out

Draw

l)it.

off.

second end

tlie

locate tlie

the

re(luced

lines to indicate the re(|uire(l ta])cr

on two opposite

Cut

sides.

to these lines.

Now

out the lines of taper on the two remaining

sides

(^.

to

I]ore a hole with suital)le

Measure the length and cut

and

previous

the four sides CMjual.

o.

5.

cross-cut

Square off one end with knife, and (h-aw

2.

la}^

mid

1.3rm.

and cut to these lines. Reduce to its cylindrical lialf-round

Round

Exercises. shell-hit,

foi-m witli

knife

flic.

the ends wifli

Stiiiu)ifj

co}ivcx nit,

()j)\

rro-s.s^

file.

Jovfj

ciil,

cvt, jilnig.

horliig

with

FUNDAMENTAL SERIES Model No.

Key Label

Lengthy 4

1.

in.,

VII.

of

/

1

/

em.

109

W. W.

riff I

Brendth,

or 10.1 nn.

l/,- in.,

07'S.Scm.

Prepare the wood as before.

Plane face and edge at right angles with Gauge l)readth and plane down. try-plane.' 2.

3.

Draw

outlines with pencil, square,

and com-

pass.

Bore the hole with gouge hit. Gauge thickness and plane down. 5. Saw off the square end with hack cross-cut 4.

saw and cut the curved end with Ijoth 6.

ends with half-roinid

knife.

Finish

file.

Cut the notches.

Exercises,

Sfvuiinrj

off,

squaring, gauging, horiug

rrof^,^

'H'lfh

cut,

^hrll

rrlrjr

hit,

planing,

convex

cui,

cross cut, fling.

Even on surfaces of small area the Swedes use the tryIt plane, and the Sloyd is taii.ii:ht accordinti; to this practice. is helieved that the child will he assisted in his work hy the weight of the tool itself. However, a-smoothing-plane might be used for such work as this. '

110

NAAS MODEL SERIES Model No. Vim.

Thread Winder

1

1

of

W.

B.

funi)Ami<:ntal series 6.

Saw

close

to

ill

compass

the lino with a fine

saw, leaving' sufficient material so as to finish to

the line with knife and 7.

tile.

Slightly round the concave ends with knife

and smooth with file. 8. Smooth the edges with Exercises.

Sawhuj

file.

long swwing, face

ojf,

ing, edge planing, squaring,

boring

gauging, convex sawing, long

cat,

with

convex

])la)i-

center-hit,

cut,

concave

cut, filing.

Model No.

IX.

Dibble of W. W. -u;,--

/

Length.^ 11

1.

Jjl

in,.,

nv 30

inch

1 fill.

Thickness^

ctn.

Pre})aro the

wood

1

in., oi '2.h

cm.

as before.'

and then fkstcnud to anuthor piuci; of wood in the vise;, ami the openings for the concave ends may be carefully bored through from both sides. This, however, is not the " NiUis method." In removing the wood from the block or board, '

it is

best

MODEL SERIES

NA-iS

113 2.

Plane

llice

and

uelgc at right angles

with use

of jack and try-plane.

Gauge breadth and thickness and then plane down. 4. Draw diagonals on each end and, from the 3.

centers thus obtained, describe circles within the

given squares. 5.

Plane

the corners with try-plane,

oflP

ing the work octagonal.

Then make

it

mak-

sixteen

sided. 6.

Finish to a cylinder with the smoothing-

plane. 7.

Taper one end with

8.

Measure the length and saw

U.

liound both ends as indicated in the draw-

knife. off.

ma'. to-

Smooth with

10.

Exercises.

file.

Saiuivg

off,

loitg

sdunng,

edge plan-

ing, ,sqiiariiig, gauging, bevel pla>dn,g, convex sliapitig

or modeling witli

ill

all

tlic

cases to take

plane, convex cat, cross ciU, filing.

\nwv, (juite a little lonj;er, l)roa,(ler, linished leii,L!;th, hreadtli, and thickness

tlic

and thicker than the

hecause niure accurate results will l)e ohtained hy down to its correct dimensions with smoothing'; tools, such as the file, scraper, or spokeshavti, than by depending too much uiion the saw or jack-plane. Besides, a slight error can more readily l)e rectihed. ri'(|uire,

workin^f a model

113

Model No. X.

Harness Pin

of

W.

B.

_!_!_

/

iiicli,

1

Lemjih, 4

in.,

cm.

or 10 cm.

BreadUi,

1.

Saw

2.

Dress the piece on

hand

otr

or 3 cm.

as in previous exercises.

its

four sides with a small

the form on each end as indicated in

the drawing.

Reduce

to

shape with knife.

tlie recess with comand cut out with tenon saw and knife. Bore the holes with a suitable gouge or

Locate the position of

4.

pass, 5.

in.,

ax.

Draw

3.

from block

\'i

auger-bit.^ 6.

Smooth with

Exercises.

sawing bit,

with,

file.

Rawing

off,

chopping, long

tenon saw, concave

cat,

cut,

boring with

cross cut, convex cut, filing.

The boring may hv done from both

sides.

cvo.svs'

shell

lU Model No.

XI.

Paper-cutter of W.

Length,

\\\}, in.,

1

inch

1

cm.

B.

B^'eadUi., \^s ««•. or 3

or 30 cm.

cm.

Pliiiiu one face and from block. edge at right angles with try-plane. Gauge the First saw off with rip saw and then thickness.

Saw

1.

off

2.

down with Draw outline

3.

First

plane

saw

off

try-plane. as in

drawing.

with compass saw; then smooth

the edges with knife. 4.

Pare off the broad surfaces from the outline

of the

drawn).

back down

to

This center

center line (previously

a line

thus become the

will

cutting edge of the paper-knife. 5.

Round

the edges of the handle and the back

edge of the blade with knife. 0.

Smooth with

Exercises.

file

SawliKj

and

<>lf,

scraper.

loinj

,^(i

wing, facc planing,

edge planing, .sipuiruig, ganging, wave mwlng, concave

cu,t,

coiivc.c cat,

plane sarfacc

cat, filing,

scraping.

115

SERIES

r.

Model No.

Movable

io**-

XII.

(a).

Handle of W.

Pail

B.

^=DD

-l^io

1 inch 1.1-1

'1

LbiKjtli, \ipn i"-i O''

37

cm.

Breadth, {J

t'"'

wuud

the

in.,

or 2.2 cm.

previous exercises.

as in

1.

Prt3])ari^

2.

Plane face and edge at right angles with try-

plane.

Gauge breadth and thickness and plane

down. 3.

Draw

according

outline

With the knife proceed

the

to

drawing.

to finish the surface adja-

cent to the recess, a sufficient length to allow the

remaining surface to he finished with a try-plane (obstacle planing). 4.

Finish the recess and the projection piece

with tenon saw, 5.

chisel,

and

knife.

Finish the depressions in the lower surface

with tenon saw, chisel, and knife, having meas-

ured their position by compass, square, and gauge. G.

Measure the

angles with

length

tenon saw.

and saw

off at

right

Smooth the ends with

chisel. 7.

Smooth

Exercises.

entire

model with

Saw'uKj

olf,

Ioikj

file

and

scraper.

sawuuj, face planing,

lUi

'perpendicular

chiMiiiiij,

Imuj

cat,

cross

cat,

oblique

bevel cat, Jilinjj, scrapiiuj.

cat,

Model No.

XII.

Ox-bow

Part of an

'

(b).

of

W.

B.

X

W

V

1

/

The

iiiuusuiuiiiL'iils iiw j;iviii

on

ill... Ill-

tliu ilrawiiif;

00 cm.

1

J

inch

llie

LciKjth, Zi\n

J

arc to hv Uoublcil in nmkiii^,' each piece of

model. lirtaiUli,

.

1.

Prepare

'2.

Plane face

iliu

X!]",,

//(.,

uv

(i..i.'j

an.

wood as in previous exercises. and edge at right angles with

try-plnne. W. 1.

(Jaug(^ breadtli I

and

)raw outlines as

s
and mai'king

in

tliickness.

drawing with

gaugi;.

('onii)ass,

form compass

liring out the

snioothing-plane,

with rip saw,

Phme down.

knife,

saw, and chisel. 5.

Mark

C(.nitei"-hit

position of

the

hoth

iVoiii

tlie

hole.

Pore with

si(k'S.

of two pieces of wood sueli arc lasleiu'd lo,-;-etlier with a Unn iron This is uuhke the American ox-how, which is made of cliaiii. oiu- [tiei-e heat \\\ the form of Ww letter U. '

'rill,'

Swfilisli

as the model,

()X-)i()W ((iiisist.s

wlii<'li

6.

Measure the length and saw

off

with tenon

saw. 7.

and

Finish

tlio

Exercises. (d()c

edges and ends witli chisel,

file,

scraper.

planiiuj,

Saiviufj

off,

long sawing face planiny ,

squaring, gauging, obstacle 'planing,

convex sawing, perpendicular cfdseling, boring

with

center-bit, convex cut, cross cut, bevel cut, fding, scrap-

ing.

Model No.

XIII.

Small Bowl of W.

B.

Geometrical Construction.

1 cm.

1 inch

2. Letifjtli,

1.

3i'!j ill.,

or 9 cm.

Remove from Mock

Breadth,

2,i; in.,

or

j..")

cm.

as in previous exercises.

118

naiic

^.

icioe

ana uugo

at right angles Avitli try-

plane.

Gauge thickness and plane down. Draw outlines on two opposite sides, accord-

3.

4.

ing

to

geometrical

construction

with

(2),

try-

square and compass.

Saw

5.

frame compass saw/ and chisel

off with

close to the line. G.

Smooth with

7.

Proceed to hollow out

ing,

file.

as indicated

by draw-

with gouge and mallet, and linish with spoon-

iron or spoon-gouge. 8.

Smooth the

9.

Form

and

inside

surface with sand-paper.

the outside surface with chisel, knife,

file.

10.

Use the scraper

for

smoothing

all

tlie

sur-

faces.

Exercises.

8<JAuin(j

off,

loiaj

sawing, face

i')lan-

i')i(j,

edge idayiing, squaring, gauging, convex saw-

ing,

perpendicular

chiseling,

gouge and spoon-iron, obliqac

filing,

goaging

cJiiscling,

convex

with cat,

scraping. All Swedish lifind saws are frame saws, except the tenon, keyhole, and grooving saws. The latter are small saws. The Swedes prefer the frame saws to either our larf2;e rip or our cross-cut saws, claiminii; that the wei,t>;lit of the frame makes the saAvini;- to a straiglit line easier. Their dexterity in liandlin^Li; these saws is tiuite remarkable. '

119

^^

A

MENTAL

BFAilES

Model No. XIV.

Hammer Handle

of

W.

B.

T J,

—

J:

t-

1 inch

1 cm.

Breadth,

Lenrith, \\\l in., or 30 cm.

1

,•*,-

f«.,

or 3.2 cm.

1.

Remove from

2.

Plane face and edge at right angles with

block.

try-plane. 3.

4.

Draw outlines on opposite sides. Saw nearly to these lines with broad frame

compass saw, and

finish to the lines with spoke-

shave.

Cut away the corners with knife, and finish to elliptical form with spokeshave. 6. Measure the length, and saw off Avith back 5.

saw. 7.

Finish with

knife.

Smooth with

file

and

scraper.

Exercises.

Sawing

off,

long

sawing, face plan-

ing, edge planing, squaring, ivave sawing, smjOothing witJi

spokeshave,

hevel cut,

cross cut, filing, scrapdng.

modeling with spokeshave,

120

^^A8 MODEL SERIES Model No. XV.

Spoon

of

W.

B.

Geometrical Consfrnction.

1 iyich

Length,

1.

8{'f,

in.,

or 31.5 cm.

1 cii).

Breadth,

2i'n In.,

or 5.2 cm.

Prepare wood as in previous exercises.

Cut away with a small hand ax, so as to ol)tain approximate width and thickness. 8. Plane face and eds^e at ri<;ht angles with jack and try-plane. Gauge a little beyond the required width and plane down. 4. On each edge draw the oulliiic of the npjjcr side of the spoon, as indicate*! in second drawing 2.

121

(side

view

^^M^^^'^y^

ot

,^.,,..

and

compass.

Saw

5.

off with

with chisel and

Draw on

6.

line of the

rij)

and compass saw.

Smootli

file.

the surface tlius obtained an out-

upper surface of the model, according

to geometrical construction

drawing

(2),

with try-

square and compass.

Bring out the form of the sides with cen-

7.

ter-l)it^

and

Smooth with

and compass saw.

chisel

file.

<S.

The

0.

Draw

liollow

is

outline

made of

as in No. XIII.

tlie

7.

lower surface of the

model. 10.

Saw out

11.

Finish

smooth with

file

and

Saumig

Exercises.

planing,

edge

with' compass saw.

the entire model with scraper.

off,

squaring,

wave sawing, oblique

cliojyping,

gauging,

face

oblique

In

cid,

sawing,

cJiiseling, filing,

ing with gouge and spoon-iron, convex long

'planing,

chiseling, boring vith center-bit,

convex sawing, perpendicular

cut,

knife and

cut,

goug-

concave

scraping.

l)rin,t;inp; out tlio form of tho sides with tlio center-bit, best to bore from l)otli sides. Tlie opening; will then be cleaner. This will also ])r(>vent splitting on the lower side. '

it is

122

^^^^ MonML s^n,^. ,^,

.

.

Chopping Board

1

Lfivf/th, 17|^

VI.

V

ll

of

W. W.

inch

w., or 45.1 cm.

Breadth,

5Jf; in.,

or

in.l

cm.

1.

Prepare the wood as in former exercises.

2.

Plane face and edge at right angles with jack

and try-plane. 3.

Gauge breadth and plane down.

DraAV outline of the ends with square and

Bore the hole with center-bit. 4. Saw off the ends with back cross-cut and frame compass saw. Smooth the ends with chisel, compass.

Gauge the thickness, and plane down with jack and try-plane. 5. Smooth the sides and edges with smoothingFinish the edges and ends with scraper. plane. smoothing-plane, and

Exercises.

Smriiif/

file.

off\

fdcc pJaiiivg,

edge jilmi-

ing, sqitaring, gauging, boring ivith center-hit^ convex

saving, perpendicvJar

smoothing

itp,

scraping.

chiseling,

end 'planing,

filing,

FUNDAMENTAL SERIES

123

Model No. XVII. Flower-pot Cross of W. W.

T-T

i inch

Length,

1.

r>f^ ??/

,

n?- l-T

1

cm.

cm.

Birmlth,

Saw from block

1 f/!.,

or 2.5 rm.

a piece of sufficient length

two parts of the model. edge at right angles with 2. Plane face and try-})lane. jack and Gauge breadth and thickfor the

ness,

and plane down with try-plane.

Saw

into

two parts of equal length. 3. Lay out outline on these parts with compass, tr3'-square, and gauge. Draw the recess on one piece at the top, as shown by full lines of and on the other, at tlie l)ottom, tlie drawing as shown by dotted lines, so that they can be Joined in the form of a cross. 4. Lay out outline of curved corners and of feet. Cut recesses, form of feet, and curved cor;

]iers

with knife.

Exercises. iiig,

Fit together.

Sau'ing

off,

long

squaring, gcmging, cross

cut, filing,

hahing

ivith knife.

saiving, edge

cut,

long

cut,

plein-

convex

124

;V^yl";i",S'

MOJ)J<JL SPJRfES

Model No. XVIII.

Scythe Sharpener of

R. O.

-20-nr- 92-

07'

"2

1. {':u-i'

ill..

iiikI

(mIl;!^

iinjj;les

|-ii;lil.

of

spokeslia\'e, knife,

()idliiie

handle

make same

willi

llie l)I;ule

Shape with

eoin|)ass.

~

with

//(., (//

and

wilh

2.2

till.

ri;me

lry-|)lnno.

down.

plaiK^

;iii(l

1;*.

foi'mci" exercises.

in

;is

:ii

lliiekiiess

and

nil(!,

and

wood

liiiy (Mil, llie (lulliiK^

j)laiie, .').

or

5(1 (•///.

I*r('|):M"('

(«;iii_i;'e

2.

Of

with S(juaro,

rip saw, jack-

lile.'

s(piai"e

and compass,

compass saw,

knife,

and

spok((sha\'e. 4.

Measure

iiie

h'liglli,

and saw

oil'

wilh leiion

saw. tlie SJoyd work nre llie ll;il, llio found file. TIk; I1;iI is used ou \A:\no surliU'cs, the liiiU'-rouiid on ))l;ine ;ind cufved suiT;iees, :ind the full round in lioles or (Uirvecl openings. ''I'Ik-

three dies used in

liiUr-roiiiul,

'"'

In

:iii(l

th(>

m.-ikinj.!: •'"'

(•:u'(||io;ird teni|ilet

handle, center line ni:iy hedr;i\\n, ••ind n. 'reiiiplels :ire not used iiKiy he employed,

in the Niiiis nietln»d.

;i,

FUNDAMENTAL SKRIRS 5.

Smo

and the

^th tlie

ev^ges of the

Exercises^

Sawing

edge 'planing,

smoothing with

handle

flat file

blade with

and

with

long sawing, face 'planing,

off,

spokeshavc,

filitig,

scraper,

file.

squaring, ganging, obstacle

spoheshave,

oblique cut,

witli

125

concave

wave

sawing, modeli^ig

con/vex cut,

cut,

scraping, workiiig

pkmhig,

iii

cross

cut,

hard wood.

Model No. XIX.

Scoop

of B.

1 inch

1

cm.

Geometrical ronsfrnction.

linch

X cin.

2. Length,

1.

9,'„

in

,

or 24 cm.

Prepare

Breadth, 2|s

wood

as

before.

in.,

Reduce

w 7 cm. it

to

NAAS MODEL SERIES

120

approximate

size

with hand ax.

Plane face and

edge at right angles with jack and try-plane. 2. 1

(a) 3.

Construct diagram of model as in drawing

with try-square and compass.

Make

the

form

with

center-bit,

rip

saw,

and frame compass saw. Smooth with smoothing-plane and chisel. Saw 4. Construct diagram as in drawing 1 (/>). the form. bring out with rip and compass saw to Smooth with smoothing-plane and chisel. 5. Tlie hollow is outlined with compass and gauge, and

is

made with

gouge, mallet, spoon-iron

and scraper. (). Produce the form of the lower surface of the model with hand ax,^ smoothing-plane, and Smooth the entire model with file and knife.

or spoon-gouge,

file,

scraper.

Exercises.

Sauing

off,

clioiijmui

,

face 'pinning,

squaring, boring with center-hit, long saving, convex

sawing,

perpendicular

chiseling,

ohlicpie

ohlicpie j)laning {tapering), oblique chiseling, witJi

gouge and

sjw'on-iron, filing,

sawing,

gouging

modeling

ivith

plane, convex cid, concave cut, cross cut, scraping. is a too] not used by us for this purpose. would take a chisel instead but the correct use of the hand ax is very inipoi-fant, and it will be found advisable not '

Tho hand ax

We

to substitute the chisel for

;

it

in the

Hloyd work.

FUNDAMENTAL SERIES

1^7

Model No. XX. Clothes Rack of W. W. -1511-

n

i

§ 1

=^ i

4"

inch

1 CTO.

Length, 15}g

1.

fiat 2.

in.,

Bmadlh,

or 40 cm.

Saw out

a suitable

of

piece

wood

3,-c in.,

or8cm.

for

the

portion of the model.

Plane face and edge

jack and try-plane.

at

riglit

angles with

Gauge breadth and plane

down. 3.

Draw

piece,

a center line the whole length of this

on which locate the position of the three

holes for the pegs to be fitted in, and also locate

the centers for the semicircular ends. 4.

With

center-bit, carefully

bore these holes

at right angles to the surface of the 5.

Outline diagram of the

flat

plate.

portion or plate

model as in drawing («). Shape with frame compass saw, chisel, and file. Gauge thickness, and plane down with try-plane. 6. Measure the required width of the chamfers, and mark same with gauge. Chamfer with tryplane, knife, file, and scraper. of the

NAAS MODEL SERIES

128 7.

Plane the wood for the pegs in one piece

Gauge width and thickness and

with try-plane. plane down.

ahout

Measure the length of each peg

half an

inch

and saw

length,

oft'

than the required

longer

right angles with tenon

at

saw. 8.

Draw

diagonals on

With the same

one end of each peg.

with which the holes model were bored, and with of each two of these diagonals as center-bit

^

in the plate of the

the intersection

a center, describe a circumference. U. Draw outline of each peg as in drawing (6), measuring the exact length from the semicircular end of each peg to the shoulder, so as to

give the extra half-incli to the length of the j^eg that

project through the plate.

to

is

the

]\Iake

10.

and

knife,

indicated

with

tenon

saw,

chisel,

Glue the pegs in position

file.

in

pegs

the

drawing, so

that

thc}'^

as

are at

right angles to the plate, being careful that the

hook

in each peg-head

is

nearest to the top edge

of the plate.

Dress off the ends of the pegs that project

11.

through the rear of the plate with chisel and smoothing-plane. '

A

compass

may

also ha iisod lor

tliis i»uri)ose.

FUNDAMENTAL SERIES Take a small

12.

piece of

flat

129

iron suitable for

Fold same together at the middle. File the ends into the shape indicated by the drawing. Make the holes with stamp and hamthe hangers.

Fasten in position with wood-screws.

mer.

Smooth the

13.

Exercises. ing,

entire

— Scvwutg

off,

model with

scraper.

long sawing, face plan-

edge planing, squaring, gauging, boring with

convex

center-hit,

sawing, perpendicular cidseling,

filing, ohlique hevellng, hcvel cat, cross cut, convex cut, fitting

in pegs, smoothing up, oblique chiseling,

gluing, sinhing iron plates, scraping.

Model No. XXI. Flower-pot Stand of W. W. -16!

'^a^

T^ ^2=3-

linch lew. Length, 15}g

1.

in.,

Saw

or 40 cm.

off

Breadth, Af^

from board a suitable piece

in.,

or 11 cm.

for the

strips. 2.

Plane face and edge at right angles with

jack and try-plane. 3.

Gauge thickness and plane down.

130

JVAA^S

MODEL SERIES

Moiisuro the luiiglh, and saw

4.

saw.

the oiids in

Siiiuotli

with

olt'

tciioii

with

shuotiiig-huanl

try-pUinu.

Mark

5.

saw and

Saw

(').

the

lines

dress.

width

Saw out

a

witli

try-plane.

wood

suitable ])iece of

suilicient

Plane lace and edge at right

the two legs.

lor

penciled

out the strips with rip saw, and plane

to recprired 7.

uach end,

strip at

points obtained with

tlu;

leaving sufhcient s])ace between

lines,

to

width of uach

tiio

and connect

angles with try-})lane.

and

breadth

(jrauge

«S.

Saw

and

thi(;kness

j)lane

two ecpial })arts with tenon saw. Screw the two pieces in tlie vise, and smooth

down. 9.

in

the ends with snioothing-plane.

Draw

10.

square,

outline

of

and gauge, and work

lines

witli

tenon saw,

11.

Nail

down

Ujgs

legs

the

chisel, stri})s

witli tlu;

compass, tryi)ieces

knil'e,

and

at right angles to the

with suitable brad-head

nails.

Drive

nails below the surface of the wood with and hannner.^

'

tlio

AVluTcver

wood

in

it is ;i

in.

the

nail-set

possible, racli nail sliould l»e driven into inclined direetion, niid always in the

sli,i;litly

o])|)osite direction to thai in

driven

the

to iile.

This

will

make

which

liu' preeedinsj;

the work hold

nail has

toij'etlier

bettor.

been

FUN DA MKNTA L SERIES the

Sirootli

12.

and the

uiitiru

sawing

filing,

ivlth

nailing,

with

lilu,

long mwing, face plan-

off,

squaring, gauging, end plarilng,

ing, edge platiirig,

croHS

strips

inudul with scraper.

Sawiiuj

Exercises.

of thu

oiids

131

tenon-sate, cross

punching

nails,

cut,

long cut,

smoothing

up).

Model No. XXII.

Ax Handle

<^

1

of

W.

B.

-

-28 J— 1

1

inch

Icm. Laiijlh,

1.

iJHlil in.,

Saw

olF

2j\i in.,

vr

cm-

and cross-cut approximate thickness with hand

from

Dress to

saw.

JJrcadlh,

or 73 cm.

l^lock

witli

ri])

Plane face and edge at right angles with jack and try-i)lane. Gauge thickness and plane down. 2. Outline diagram as in drawing and saw oil ax.

with rip and frame compass saw. 3. Cut the edges with drawing-knife. 4.

Sliape with smoothing-phme, spokeshave,

and

Measure the length, and saw off with Smooth with file and scraper. cross-cut saw.

knife.

NAA8 MODEL SERIES

132

Exercises. iiKj,

— Sawing

ojf,

cliopplng,

fcce plan-

edge planing^ squaring^ gauging^ long sawing^

convex sawing, beveling with dtwio-knife, modeling

with plane^ modeling

ivith spoheshavi,

oblique 2)lan-

ing, concave cut, bevel cut, filing, scraping.

Model No. XXIII. Footstool of W. W.

linch

Icm.

FUNDAMENTAL SERIES 2.

Saw out from board

length for the two 3.

and 4. 5.

a

piece

133

of

sufiicieiit

legs.

Plane face and edge at right angles with jack try-plane.

Gauge the breadth and phine down. Saw at right angles into two equal

i)arts

with tenon saw. 0.

Nail the two parts together.

Smooth

tlie

ends with smoothing-plane. 7.

Outline diagram as in geometrical construc-

(drawing

on

and compass. 8. Bring out

tlie

tion

both

sides)

with

try-square

form with tenon saw, compass

saw, chisel, center-bit, gouge and

file.

Take the legs apart, gauge the thickness of each, and plane down with jack and try-plane. 9.

10.

Nail

down

the

strips,

driving the nails

below the surface of the wood with nail-set and

hammer. 11. Smooth the ends of the strips with and the entire model with scraper. Exercises.

Sawing

off,

file,

hnxj sawing, face 'planing,

edge jjlaning, squaring, gauging, end planing convex ,

sawing,

perpendicular

gouging,

oblique

sawing,

oblique chiseling, boring with center-bit, filing, smooth-

ing up, nailing, punching in nails.

NAAS MODEL SEHIES

134

Model No. XXIV. Barrel Cover of W. W. V-''^rr

Geoinutricul Coiif^truction. -l-iV

J inch

1

cm.

IHatneter, ISft in., or

1.

Saw

off

Mem.

from block with

rij)

and

cross-cut

saw two pieces of equal size, which, when put together and dressed, will forni the completed disk.^ 2.

1

Plane

flice

and edge of each piece

The disk may be

glued together, as

may

iiindc citlicr l)e I'ouiid

ot"

at right

two or of three

i)relerable.

jiieces

FUNDAMENTAL SERIES angles, taking especial

together,

j

the edges

plane

care to

very smooth, as the pieces are

135

now

to be

While drying, clamp these

glued

pieces

in

the vise or otherwise.^ 3.

After the glue has dried, dress off the entire

surface to a true plane. 4.

Outline diagram as in drawing

compass and

1

(a) with

rule.

Lay out the position of the grooving in which the dovetailed tongue is to be fitted Avitli try-square, compass, rule, and marking awl. Gauge the depth of the grooving. Remove so as 5.

-

produce

to

chisel, 6.

and

Make

to plane

the groove, using knife, tenon saw, router. tlie

same

more than the

dovetailed to a width

widtli

of

tongue, being careful

which tlie

is

to be a little

groove.

The

sides

of the

tongue incline in the form of a wedge,

and

depth in the form of a dovetail.

7.

its

Fit the tongue into

tightly in position. surface of

tlie

the groove and glue

it

Plane down the projecting

tongue flush with the surface of

the disk.

Tt rnqniros tlirco to four lionrs for thn p;luo to harden. Tlio ol)jeet of this dovetuilecl tono;uo is to make the eover stronger, and to prevent it from warpino-. The grooving is laid out in the opj)osite direction to the grain of the wood. '

NAAS MODEL SERIES

13G

Gauge the thickness of the disk and plane down with jack and try-plane. 9. The circular form is made with frame comSmooth the edge and l)ring out the pass saw. form with spokeshave and file. 10. Smooth the sides with smoothing-plane. 11. Saw out with rip saAv a small piece of white Gauge the rel)irch suitable for the handle. quired breadth and thickness, and plane down 8.

with

tr3"-})lane.

12.

Outline diagram of

metrical

construction

tlie

(2)

handle

with

as in geo-

try-square

and

compass. 13.

Bring

out the form with rip saw, chisel,

smoothing-plane, knife, 14.

As sliown

screws are

drawing, the

bit.

Smimig

ing, sqaaring, gluing,

sliglit

the

inclination,

Screw the handle in

off,

place.

fare planing, plane joint-

dorrfail

circa lav flawing, miiooihiug s^poh'^have,

filing,

jierpeiidicitlar cliiscling, luitli

for

lioles

Finish entire model with scraper.

Exercises.

'iiri/Ji.

and scraper.

be bored at a

to

with a suitable 15.

in

file,

irifJi

clamjynig,

gauging,

sj)okcs]iarr,

modeling

long miring, coavex

concave chiseling,

plan(\ long cnt, herd cnf. boring

scrapi ng,

fixi ng irilh scrt/rs.

irilh

mwing, niodeUng shell-hit,

FUNDAMENTAL SERIES Model No. XXV.

Box

*

of

W. W.

137

JVAAS

138

Saw out

7.

MODEL

SEIilES

a suital)lo piece

for the

bottom of

the box. 8.

Plane face and edge

9.

Gauge

and

width

at

right anglers.

tliickness,

and

plane

down. 10.

one

With

and try-square, lay off the length of an inch longer than the finished rule

fourtli

length. 11.

Saw

off at right angles

with tenon saw.

12.

Nail

down

of the

careful that the

the ])ottom

box

is

box,

l)eing

square before completing

the nailing.^ 13.

Smooth

plane and

tlie

entire

model with smoothing-

scra})er.

Exercises.

edge pinning,

^^dii'iiif/ off,

."^ffKiring,

lovfj ^aivhiff, fdcr j'^hining,

gauging, pldiiing

wltli

shoot-

ing-hoard, nailing, jntnching in nails, smoothing

ttp,

scraping. In nailing it is well to drive in the nails at the ojiposite ends first, and those in l)etween afterwards. This, in a measure, ])revents the piece from sliit])ino: out of ])ositi(^n while '

fastening the parts together. The nails which are used in tlie Sloyd work are thin hrad nails a.1»out an inch and a lialf long. The common cut nails wiiuld not do as well for lliis work, because it is frequentl}'^ necessary to drive nails into very thin material, which would be a]it to split if rectangular nails were used. If brad nails cannot be (tbtainecl, the lieads of other round nails should be llattened with a hannner.

FUNDAMENTAL SERIES

139

Model No. XXVI. Ladle of W.

B.

Oeomrtrical Construction.

1

Lenff/h,

1.

13,°,.,

in.,

Saw

l>lock.

inch

or 34

off a suital)lc

Cut

it

Brcnilth,

2.

cii

piece of

with hand

ax

Sf,. in., cir S.6

cm.

wood from the to

ai)proximate

thickness. 2.

Plane face and edge

at right

angles

with

trv-])lane. 3.

Gange the

l)readth

one fourth of an inch

more than the required dimension. with try-plane.

Plane down

JVAAS MODEL SERIES

140 4.

Construct on both side surfaces an outline

shown

of the upper surface of the model, as

upper part of drawing 1 and frame compass saw. ing-plane and chisel. 5.

Saw out with rip Smooth witii smooth-

(h).

Outline diac;ram as in geometrical construe-

tion C).

in

with rule and compass.

(2),

Bring out the form with

center-bit, rip

and

compass saw. 7.

S.

Smooth w^ith The hollow

spoon-iron

cliiscl

and

made

is

spoon-gouge,

or

file.

gouge,

witli

scraper,

mallet,

and sand-

paper. 0.

Construct outline of the lower surface as

drawing

1

{}>).

form

Bring out the

10.

in

with

drawing-knife,

spokeshave, and knife. 11.

Smooth

the

entire

model

with

file

and

scrajx'r.

Exercises. xijiuir'niii,

oh/niiic

j)/(i

S(nrin(/

(/(iin/liH/, II i

.sjxxjii-iron,

oh/'ninr

HI/, oJiliijiic

hil, jKi'jx iiiViciihir

(>(f\

vliappiiKj, J'.icc

smriiKj,

chisel iKj,

c/iis('/lii(/,

I

con rex

honiKj

(/(>'i
wave sawing, mode/in <j

pJ
iri/Ji

irifh

ii'iiJi

iiji.,

f<(uniiifi,

('(iilcr-


(i))(l

draw-hiifc,

mo(lrH')H/ irifh spnlyshave, long cut, convex cut, concave cut,/! ling, .scrajn ng.

FUNDAMENTAL SERIES

141

Model No. XXVII. Baker's Shovel of W. W. or Pine.

I

inch

1

c.in-.

nreadlh,

Lfnr/fh, IS}* hi-, or 48 cm.

13,"n in.,

or 34 cm.

Model No. XXTV. 1, 2, 3. 2. Outline diagram as in above drawing. 3. Proceed as in Model No. XXIV. 5, 6, 7, 8. The form is made witli frame compass saw. Bore 1.

Proceed

as in

the hole with 4.

center-l)it.

Plane down to an inclined

])lane

(square

afterward witli

planing

across

snrfiice witli trytlie

grain),

and

smoothing-plane (wedge ])laning

with smooth ing-})lane) 5.

and

Smooth the edges with spokeshave, file.

knife,

NAAS MODEL SEEJES

142

Smooth

6.

Sawing

Exercises.

pkmi

ujf,

witli scraper.

cliopping, face planing,

jointvug, squa.rmg, gluing,

tail

clamping, boring

ing

luitli

'imlh.

spokcsluive,

planing across ing

model

entire

center-hit,

concave

the grain,

wave sawing, dove-

cut,

ganging, smooth-

convex

wedge planing

cut,

sepiare

with,

smooth-

nwdelhig with sjwkeshave, fding, scraping.

p)lane,

Model No. XXVlll. Clothes-beater of W.

i iitch

1

B. or Alder.

cm.

I

Liiigth,

1.

\'~i\l

in.,

or

<15

cm.

TirfmJtfi, 3,", in.,

Prepare wood as in previons exercises.

to approximati^ tliickness willi 2.

l^lane

face

and

and try-phine. down. jack

').

site

edi;-e

Gauge

Outline diae^ram as edges.

at

in

Saw out nearly

frame compass saw.

aii!;l('s

l)readtli

to

Dress

ax.

liniid ritijlit

draw in 2;

or S rm.

and

{h)

th(>se

with

plane

on oppo-

lines

with

FUNDAMENTAL SERIES 4.

pass

Plaiiu

down

or circular

143

the concave surface with complane,

and the convex surface

with smooth ing-plane. 5.

handle with

try-

Saw out with compass

saw,

Outline diagram of

square and compass.

the

and shape with knife and spokeshave. G. Measure the length, and saw off angles with

saw.

cross-cut

at

Smooth the broad

end surface with snioothing-plane and 7.

with

Round file

chisel.

Smooth

the edges with spokeshave.

and

Exercises.

right

scraper.

Sawing

chopping, face planing,

off,

squaring, gauging, convex sawing, planing plane, smoothing

up),

concave

cut,

convex

with,

cat,

round

end plan-

ing, modeling with spokeshave, filing, scraping.

Model No. XXIX. Ruler of W. B. <

-

i"iC

o -ils-

i inch

Lenqlh, 17}g

1.

in...

1

Prepare

wood

cm,.

Breadlh. \\l

or 45 cm.

as

in

previous

in.,

or 4.t cm.

exercises.

NAAS MODEL SERIES

144

Pkiiiu

facu

and edge

angles with

right

at

try-

plane. 2.

Gauge the breadth and plane down.

3.

Mark out

the

position of

the

with

hole

compass, and bore same with center-bit.

Gauge

the tliickness, and saw off with rip saw. 4.

As the model

piece

is

now

too thin to be

held in the iron pins of the bench, fixed with

wooden pegs on a

least

an inch

The model through

it

broader

piece

is

fixed

must be

perfectly level foun-

This foundation piece

dation piece.

it

than

the

by boring

is

to be at

model

})iece.

witli a pin-bit

foundation piece about an

into the

inch on each side beyond the required length.

Two

pegs are

fitted in to

hold the model piece in

position. 5.

Plane down

bevel on either side G.

with tenon

knife and

saw.

made with

The

try-plane. oft"

at

right

Smooth the ends with

file.

Exercises.—Sawing

hif,

is

thickness.

Measure the length and saw

angles

edge

re({uired

to

2)lAWjiiig,

ojf,

long saudng, face planing,

sqaaring, !/""g'>ig, Iforlng with center-

horing with

sliell-hit,

fixing with wooden pegs (for

planing thin wood), beveling ohliquely, filing, scraping.

cross

cat,

FUNDAMENTAL SERIES

145

Model No. XXX. Bootjack of W.

B.

;

Foot of W. W.

Il

r.li i.l

LU

1

ivch

' '-"•'.

1.

Geometrical Construction.

-13,V I. !. ft rill

1

Length,

1.

131%- in.,

or 34

inch

Breadth, 4fs

C7n.

Saw from block

with rip saw.

in.,

or 10.8 cm.

a suital)le piece

of

wood

and edge

at

right

Plane face

angles with jack and try-plane.

NAAS MODEL SERIES

14f)

Outline diagram as in drawing No.

2.

with try-square and be measured

to

entire

from a center

length of

Gauge

down with Smooth the

drawn the rip

and

thickness,

the

try-plane.

l)lane 3.

line

Saw out with

wood.

the

and compass saw.

(a)

1

Dimensions are

compass.

with

edges

and

spokeshave

chisel.

Saw out with

4.

W.

saw a small piece of W.

Plane face and edge

for the foot.

Mark out

right

the position of the grooving with

marking

compass,

try-square,

awl,

Remove

marking gauge.

so

Make

the dovetailed

bevel,

make

to

as

groove with knife, tenon saw, and 6.

at

Gauge thickness and plane down.

angles. 5.

rip

tongue

and glue

it

the

chisel.

of

tlie

using marking gauge, bevel, and knife. foot into the groove

and

fast,

foot,

Fit the

driving

it

in firmly. 7.

of

Saw the

Finish

olf with tenon foot.

the

Smooth edges

with

saw the })rojecting ends with smoothing-phme. spokeshave,

lile,

and

scraper. S.

Lay out

tlie

lines

on each edge, indicating

the inclination of the lower surface of the foot

and body with pencil and rule, l^^iuisli to these lines with tenon saw and smootliing-plane.

FUNDAMENTAL SERIES 9.

and

Round file.

corners with spokesliuve, knife,

tlio

Smooth with

Exercises.

147

iSawimj

scraper.

off,

long sawing, face i^laning,

edge planing, squaring, oblique sawing, convex sawing,

gauging, smoothing with spokeshave, concave chiseling, straight edge grooving, gluing,

end planing, oblique

planing, modeling with spokeshave, concave

cat,

con-

vex cut, cross cut, filing, scraping.

Model No. XXXF.

Lamp Bracket

of

W. W. Geometrical Construction.

X

Length,

ItJ

J i«.,
inch

1

Breadth, 4}g 1

1.

Saw out

for the

1 in.,

cm. or 12 cm.

.

a piece of

back and bottom.

each at right angles. 10

1 inch.

cjii.

25 cin.

wood of

sufficient size

Plane face and edge of

NAAS MODEL SERIES

148 2.

bruudth

(Jjiui^e

down.

and

tliicknoss

Measure the length

eaeh,

ol"

and plane and .saw oil'

with Icnon saw. '>.

Smooth the end

surfaees in sliooting ])oard

with try-})hine. 1.

The

l)ack

and the

piece an;

l)()(t()in

now

to

Lay out the mortises on [h), using compass, drawing

dovetailed togetlier.

l)e

the h;ick {)ieee as

and

rule,

mortises

ill

hevel.

e
1

out

JVhirk

to

the

the

thiekiiess

depth ol"

iMake the mortises with tenon saw,

the

of

the

wood.

ehisol,

and

inallet. I

5.

Outline diagram of the tenons on the bot-

tom piece hy tracing each mortise on one of the (Mid surfaces of the l)ottoni piec^e with marking awd or knife. (').

Make

length

the

thickness of the

and

[x'licil 7.

Make

of

the

tenons e(pial

to

wood, and mark this out with

try-s(pia-re.

the tenons with tenon saw, chisel, and

mallet. <S.

()utline

gt;omc(ri(*al

diagram of the construction

i)ack

(2), with

piecHf

as

in

compass and

try-s(piare. 9.

Saw out with compass

knife and 10.

sa,w.

Smooth with

lile.

Imu'c! {\]v

holes in the hack piece, the larger

FUNDAMENTAL SERIES one with

149

and the smaller with brad-

cuiiter-bit,

awl.

Measure the length of the bottom, and saw

11.

off with

Smooth the edges

tenon saw.

in shoot-

ing-board.

Smooth

12.

inner surface of the Ijaek and

tlie

bottom with smoothing-plane. Carefully fit morusing the knife, and glue the back and bot-

tises,

tom

together.

1').

that

Saw out form

one length the three side pieces

in

tlie

rim of the box of the bracket.

Plane face and edge

at

right

angles.

Gauge

breadth and thickness and plane down. 14.

Saw

into

three

equal

Smootli

})arts.

the

ends in shooting-board. 15 knife.

make with

Outline diagram of each, and

Smooth with

and bottom. 16. Smooth

all

Nail

file.

outer

down

surfaces

to the

with

back

knife,

smoothing-plane, and scraper.

Sawing

Exercises.

off,

long sawing, face pkmingj

edge planing, sqaaring, ganging, j^lanirig im ing-board,

common

slioot-

dovetailing, convex sawing, con-

cave cut, long cut, convex cut, cross cut, filing, boring ivith center-bit,

punching in

boring with brad-awl, gluing, nailing,

nails,

smoothing up, scraping.

NAA8 MODEL SERIES

150

Model No. XXXII.

Weaving Shuttle

of

W.

B.

lOf

1 cm.

1 inch

Length,

lOf's in.,

Breadth,

or 26 cm.

ly";,

in.,

or 4 cm.

Saw off from block a suitable piece of wood somewhat larger than the model. Plane face 1.

and edge 2.

at right angles

Draw

outline as

with try-plane.

shown

in

out with frame compass saw.

with spokeshave and 3.

The

Saw («). Smooth the edges

drawing

chisel.

position of the hollow

is

outlined with

The hollow is made with outside gouge and mallet. Smooth with sandpaper. 4. Gauge thickness and plane down with trycompass.

plane. 5.

Outline diagram as in drawing

edges.

Saw out with compass

{h)

on both

saw, and

smooth

with s})okeshave and knife. 0.

Make

the axle

of

the

bobbin with knife.

FUNDAMENTAL SERIES Fit

same into

151

hollow with brad-awl and

the

chisel. 7.

Smooth

Exercises.

entire

model with

Sawing

lonfi

off]

file

and

scraper.

miving, face planing,

edge planing, squaring, convex sawing, smoothing with spokeshave,

perpendicular

chiseling,

scooping

luith

outside gouge, gauging, convex cut, long cut, boring

with brad-awl, fitting axle

(shuttle^ filing, scrapAng. ,

Model No. XXXMI. Knife

Box

of

W. W.

152

MODEL SERIES

IfAAti

Gconiotiical Construction,

lAnch Brtadth,

Lenfilh, ll}il ?«., or 30 cm.

1.

Saw out with of sufficient

eacli

saw two piocoR of wood, length for one long and one Plane face and edge at

Gauge the required

angles.

thickness and plane down. of each piece, and saw off

tenon

saw.

or 19 cm.

rip

short side of the box. right

Tfl. in.,

Smooth

tlu^

width

and

Measure the length at right angles with edges and ends in

shooting-board with try-plane. 2.

Mark out

the position of the grooving in

which the handle is to fit on the inner surface of the two short side pieces, with compass, tryMake the groove square, and marking gauge. with knife and chisel. the dovc'tailing as in Model No. 3. Make XXXT. 4, 5, n, 7. After smoothing the inner surfaces

of the

four

j)ai-ts,

glue these together.

FUNDAMENTAL SERIES 4.

Saw out

a

pieces

suital)le

Plane face and edge at

riglit

153

tho

liandle.

angles.

Gauge

for

breadth and thickness and })lane down. 5.

Outline diagram of handle as in geometrical

construction

(2),

with try -square and

Make

the handle with

knife,

and

file.

center-bit,

Smooth the ends

compass.

compass saw, in shooting-

board with try-plane. 6.

Finish the outside of box with smoothing-

plane. 7.

Fit the handle into the

or square grooving), using

and 8.

grooving

(housing

the smoothing-plane

knife.

Saw out

Plane

a

suitable

and

face

piece

for

the l^ottom.

edge at right angles.

breadth and thickness and plane down.

Gauge Meas-

ure the length, and saw off at right angles with

tenon saw.

Make

and ends of the l)Ottom with smoothing-plane and file. bottom with brad nails, 10. Nail down the driving the nails below the surface of the wood. 11. Smooth the entire model with file and 9.

the convex

edges

scraper.

Exercises.

Sawing

off,

long sawing, face planing,

edge 'plaving, squaring, ganging, 'planing in shooting-hoant,

common

dovetailing,

housing or square

NAAS MOnnJL SERIES

154

(jrooving, gluing, Ixjring

convex

inillr

coder-hit,

cut, co'ncdvc cut, cross cut,

wave

sawi/ng,

long cut, filing, jplain

jointing, smoothing wp, modeling with 'plane, nailing,

punching in

nails, scraping.

Model No. XXXIV.

American Ax Handle

of R. O.

LengfJi, 18}^ i«., or 48 rw..

1.

Saw out

wood

witli

from

rip

block

saw.

a

snila])l('

a,*;,

Plane fane and

in.,

or

fi.5

})iece

cm.

of

edge at

angles.

rii;'lit

2.

Breailthy

Outline diagram as in drawing al)ove, and

saw out with frame compass saw. 3.

Gauge thickness and plane down.

4.

Round

the

edges with

drawing-knife, and

shape with spokeshave. 5.

Outline diagram

form sjiavc,

to

the

same,

of the end

surfaces,

and

using drawing-knifes, spoke-

and smooth ing-[)lane.

FUNDAMENTAL SERIES 6.

Measure length, and saw

with tenon saw.

Sawing

Exercises.

off,

at right angles

oft'

Smooth with

155

file

and

scraper.

wave sawing, face planing,

gauging, smoothing with

spokeshave,

draw-knife, modeling

spokeshave, modeling with

luith

beveling with

plane, filing, scraping, working in hard vjood.

Model No. XXXV.

Match Box

of

W.

B. Geometrical Construction.

1 Lcnf/f/i, 7^c

1.

«"> or 19 cm.

Saw out

inch

BrmiUh,

the several parts with

rij)

S,^. hi.,

w 8.5 cm.

and

cross-

NAAS MODEL SERIES

156

cut

saw.

Piano

face

and

odgo

each

thickness of each part, and plane down. back or wall piece when planed down justed with wooden pegs to a foundation as in 2.

(

Model No. XXIX.) )utline diagram of wall

rical construction

Sliape

pass.

at

Gauge breadth and

angles with try-piano.

riglit

of

i)iece as in

(The ad-

is

piece,

geomet-

with try-square and com-

(2)

same with

knife.

Smooth with

file.

3.

Bore holes with center-bit and brad-awl.

4.

Make

the

dovetailing

as

in

Model

No.

XXXI. 5. After the lower edges of the box have been smoothed with file, the bottom is glued fast, and held in clamps in position to dry. 6. The box is rounded with knife, and smoothed with file and scrapei-. Nail down tho

wall piece. 7.

A

piece of

emery or

fine

sandpaper

ma}''

be

glued on the front surface of the wall piece, near the lower end, as indicated by the lines on tho

drawing. Exercises.

Rawing

off,

long sanmig, face planing,

edge ijlani iig, squaring, ga aging, leaning or com,j)ass plane, boring

/rllh

center-hit,

ivifh.

ronnd

concave

cut,

FUNDAMENTAL SERIES loiif]

cut,

rms.s

cut,

convex

common

shooting-board,

cui,

157

filing,

phming

doveta/Uing, gluing

of clamps, nailing, hcjring

witJi

'witli,

in use

brad-awl, scra'ping.

Model No. XXXVl. Baseball Bat of W.

1 inch

1

1.

Saw

off

cm.

Breadth,

Lnl(|fh,^^ ni in., or 80 cm.

from block a

Plane face and edge

B.

\fi.,

siiila])lo

at right

in.

nr li%

in.

;

or 3 or 4

c?n.

piece of wood.

angles with

try-

Gauge thickness and plane doAvn. plane. 2. Proceed as in Model No. IX. 4, making the work first rectangular, then octagonal, and then sixteen sided. Round with try and smoothingplane (the planing to be done from the lower to the upper end). 3.

Measure the length, and

angles

off

saAV

at

right

Shape the ends with

with tenon saw.

knife. 4.

Smooth with

Exercises.

file

Saiving

and

off,

scraper.

long sawing face planing ,

scpiaring, gauging, long oblique ptlaiiiiig, bevel plan-

ing, modeling with pjlane, convex cut, filing, scraping.

158

MODEL SERIES

NAA."^

Model No. XXXVII. Meter Measure of W.

Lenf/lli, 25111

;,/;.,

oj-

Piano

Breailth, \% la., or 2.2 cm..

05 cm.

I*ro[)iir('

1.

B.

face

wood as and od«j;o

provions

in at

exercises.

Gauge

an^los.

Y'\\i}\i

and tlnckness, and })lano down. Lay out on oacli end the finished width,

breadtli 2.

and connuct taper.

Afark

and 3.

points

tlicsci

l)y

lines indicating the

Plane down to these lines with try-plane. (n\{

the divisions with eoni})ass, tr^^-sqnare,

1)rad-awl.

treasure the

length,

and saw

ofT at

right

ont

with

angles with tenon saw. 4.

The

position of the hole

compass and 5.

l)ored

is

laid

with center-hit.

Outline diagram of handle, and shape with

chisel

and

knife.

Exercises.

Smooth with

ISiuvhuj

o//',

loiuj

f\\Q:

.^(LH)i)i<j,

and

scraper.

cdf/f

planing,

FUNDAMENTAL SERIES

159

squaring, gauging, oblique 2)laning, setting out {mark-

ing division lines with cross

chisel),

boring

witli center-bit,

oblique chiseling, perpendicular

cut,

chiseling,

long cut, convex cut, filing, scraping.

Model No.

Pen Box

XXXVm. of

W.

B.

T c 1

Length, 9nj

in.,

inch

ur 34.1 cm.

Breadth, 2|g

in.,

or 7

i'.m.

Regarding the planing of the parts and the dovetailing, refer to Model No. XXXIII. 1.

The groove in which the cover made with gauge, knife, and chisel. 2.

3.

slides

is

Fit the cover into the groove with smooth-

smoothed Hold with smoothing-plane and glued down. in clamps or hand screws until the glue has ing-plane.

hardened.

The bottom of the box

is

NAA8 MODEL SERIES

IGO 4.

Smooth the outer

surfaces with smoothing-

plane and scraper.

Exercises. edge

^9^<27i/7ir/,

ing-boanl,

Sawing

out, long

sawing, face j)laning,

squaring, gauging, planing in

common

dovetailing, grooving

and dvlsd, gluing with use of damps, wooden pegs (fur planing thin tvood), snioothlitg ap, scraping.

Model No. XXXIX. Stool of

W. W.

1.

luith

shootr-

knife

fixing luith cross

cut,

FUNDAMENTAL SERIES

161

Geometrical ConBtmction.

1

inch

3. Length,

1.

ISj^^ in., (//•4U

Saw out

Plane face

Breadth, 8^a

cm.

in., o;'21

cm.

the parts as in previous exercises.

and

edge of each at right angles.

Measure breadth of each and plane down. Gauge thickness of each and plane down. together with two nails the parts in2. Nail tended for the legs

made 3.

at the

so that both legs

may

be

same time.

Measure the length, saw

off

with cross-cut

saw, smooth the upper ends in shooting-board

with try-plane. 4.

legs

Mark out with bevel

down 5.

and

the angle of

inclination

of the

and marking gauge, and plane

to the line with

smoothing-plane.

Outline diagram of the legs Avith try-square com[)ass,

and

bring

out

the

form

with

JVAA8 JIODEL SERIES

162

center-bit, coin})ass saw,

and

knife.

Smooth with

file.

Measure the length of the top piece, and saw off at right angles with tenon saw. Smooth the edges with smoothing-plane. G.

7.

j\Iark

out the position of the

compass, try-square, marking awl,

the legs with bevel, 8.

grooving for

and marking gauge.

Make

the

grooving with

and rabbet-plane. Draw diagonals on the

knife, tenon saw,

chisel, 9.

piece,

order to

in

iind

of the

U[)})er side

to})

center.

its

Lay out the position of the oval opening in the top piece, and make same with center-bit, keyhole saw, knife, and file (boring two holes with center-bit, and sawing between these holes 10.

with keyhole saw). 11.

After fitting the legs carefully

into

the

groove with knife, glue them into position. 12.

Nail together

the two

pieces intended for

the sides. 13.

Outline diagram

struction

(2),

and

as

in

geometrical

finish to these lines

con-

with tenon

saw, franu! coni})ass saw, smoothing-plane, chisel, knife, 14.

and Nail

file.

down

the side pieces.

below the surface, using the

Drive the nails

nail-set

and hammer.

FUNDAMENTAL SERIES

163

Smooth tliu top and sidu burfaccs with tryplane and smooth ing-plane. all other surfaces with file and 16. Smooth 15.

scraper.

Exercises.

edge plaid

I

i(j,

Sawing

off,

lomj sawi)i[/, face ylaning,

'plain joiutiug, squaring, gluing,

gaug-

ing, end p)laning, obliqicc p)kming, boring with centerbit,

convex sawing^ convex

grooving,

concave

sawing with

cut,

cut,

filing,

keyhole saw,

oblique wa.ve

edge

sawing,

long cut, perpendicular chiseling, nail-

ing, oblique cut, bevel cut, pjunching in nails, smooth-

ing up, scraping. Model No. XL.

Try-square

of

W.

B.

NAAS MODEL SERIES

^^i

each

of

right

at

Gauge breadth and

angles.

thickness and plane down. 2.

Smooth one end

of the stock in shooting-

Mark out

board with try-}3lane.

open mortise

the

try-s(|uare,

and

and

carefully

Ijlade

in clann)S or 3.

Smooth

the

for

mortise

hand

blade with comi)ass,

gauge.

Fit

the

stock

(due and hold

togetlier.

screws.

outer surfaces

all

the position of

with smoothing-

plane. 4.

]\[-easure

the

length,

and saw

oft'

at

right

angles with tenon saw. 5.

Smooth the end surfaces in shooting-board Mark out the position of the

with try-plane.

hole with compass and try-square; bore hole with center-bit. 0.

Smooth with

Exercises.

scraper,^

Saui'iig

off,

long sawing, face iilaning,

edge j)I
gluing

vse

irith

smooth nig

iij>,

(mortising with saw a)id

of

claiiij'S,

horing

xcraping, working

iih

with

chisel),

center-hit,

hard, wood.

^ 111 ni;il-;iiiL;: Hiis model, it is of tlir utmost im|)ort;inee that special care betaken to worlv down to exact dimensions. It is ne(;essarv that the try-square be made :d)Solute]y accurate,

and

tlierelbre

no wood should be used which has not been

thoroughly seasoned.

FUNDAMENTAL SERIES

105

Model No. XLI.

Rack

Plate

/

inch

\]

M

1

of

W. W.

-ItV

cm.

"V si

SI

\)

M

Nj

Nj

M

si

SI

\

AAA

1.

Geometrical Coustructiou.

-\-l\-^^-h-^-

Length, 19JJ

j«.,

or 50 cm.

2.

Breadth,

^{'^ i-i.,

or 10 cm.

NAA8 MODEL SERIES

166 1.

Saw out

2.

Piano face and edge

tliu

parts for

tliu

sidus with

rij)

saw.

right angles with

at

Gauge breadth and thickness and plane down. Measure the length, and saw off at right angles with tenon saw. Smooth

jack and try-plane.

the ends in shooting-board witli try-phine. 3.

The dovetailing

XXXI.

made

is

as

in

Model No.

Nail the two long sides togetlier.

(Jut-

diagram of the form on opposite surfaces compass, try-s(|uare, and gauge. Bring out the form with frame compass saw, gouge, spokeshave, knife, and tile. Separate the parts. line

with

4.

Mark

out the position of the notches with gauge, and

compass, try-square, and

same

cut

with tenon saw and knife. 5.

Smooth the inner

plane. G.

face

surfaces with smoothing-

Glue the parts together.

Saw out

the piece for the bottom.

and edge

at right angles.

Measure

Plane Ijreadth,

gauge thickness, and plane down. 7.

Smooth

tlie

lower edges of

with smoothing-plane.

Nail

four sides

tlie

down

bottom

the

piece. 8.

Smooth

all

the outer surfaces witli try-])lane

and smoothing-plane. 9.

Saw out

Plane

face

a

and

suit;i1)l('

edgc^

at

piece for

right

tlic

angles.

four (

feet.

)utHne

FUNDAMENTAL SERIES

167

diagram with try-squaro and compass, and form

and gouge.

witli chisel

Saw

10.

Nail down.

off a suitable piece for the plate-rest.

Plane face and edge

at right angles.

Measure breadth, gauge thickness, and plane

11.

down.

Saw

12.

tenon

one end

off at

Smooth

saw.

at

angles with

right

shooting-board

in

Outline diagram

smoothing-plane.

with

of plate-rest

with try-s(|uare

as in geometrical construction (2)

and compass. 13.

Form with

center-l)it,

ing-plane, chisel, gouge, 14. tlie

Mark

out

and

file.

position of the two holes in

tlie

long sides in wliich nails are to be driven to

liold

the

when not 15.

may

plate-rest

form

nails b(i

turned down

Bore the holes with brad-awl, and

Exercises.

sitooting -hoard,

off,

cut,

model with loncj snivinr/,

squaring,

dovetailing

swoothivg long

entire

Smrivfj

edge j^Ianing,

gouging,

nail the

place.

Smooth the

saicing,

pivots

in use.)

plate-rest in IG.

(These

plate-rest.

upon which the

ing,

compass saw, smooth-

irith

cross

in

scraper.

face jiJan-

ganging, 'planing in thicJc

mood,

convex

spokeshave, j)erperidicnlar

sawing with tenon saw,

168

NAAS MODEL SERIES

oblique cut, cross cut, smoothing up, gluing, nailing,

punching in

mitering, oblique chiseling,

nails,

planing, boring with

end

center-bit, oblique satuing, oblique

planiiig, perpendicular chiseling, modeling with plane,

oblupie gou,ging, boring with brad-awl, fitting

scraping.

Model No. XLII.

Marking Gauge

^

of

W.

B.

axle.

FUNDAMENTAL SERIES Plane face and edge

Gauge

the

each at right angles.

of

and

breadth

lG9

and

thickness

plane

down. 2.

Mark

the position of the mortise with com-

pass, try-square, and marking gauge,^ and make same with firmer-chisel and mallet. 3. Measure the length of tlie head or stock, and saw off with tenon saw. Sliape its ends with chisel. 4.

Fit

the bar into the mortise witli smooth-

Measure the

ing-plane.

lengtli

Shape with

off with tenon saw.

saw 5.

Make

of the bar,

the wedge and

and

knife.

the key with

tenon

saw, smootliing-plane, chisel, and knife. G.

and

Smootli fit

all

])arts

with

file

and

scraper,

together.

Exercises.

Satving

edge plaiting,

m.on

the

and

long sawing, face 'planimg,

squaring, gauging,

obl/upir),

ing up, cross

off,

cut,

jJcrjDendicular

long cut, convex

mortising chiseling,

cut,

(cornsino< till-

modeling

'iriili

plane, filing, scraping, boring with hrad-aiul.

'

the

In American shops left

liand

it is

and push

it

customary

to place tlie

forwards.

The Swedes use

gauge in either

hand, and they ])ull the gauge toward tlie body, or i»ush it away from it, as happens to be most convenient under the circumstances.

NAA8 MODEL SERIES

170

Model No. XLIII.

Rake Head

of

W.

B.

and Alder or Ash.

11'

1 hich

Lmrjtfi,

\.

^m

in.,

or

Saw

2.

lines

and 3.

/rill.

Breadth,

cm.

off a RiiitaMe piece for tlie

and edge at right diagram as in drawing {((). Saw ont with frame saw, and

and plane line

fiO

with

fjice

smoothing-plane,

1 ,^.

in.,

or 3 r7n.

curved top Out-

angles.

finish

1o the

spokeshave,

chisel,

file.

Saw from Mock

ash for the handle. a miles.

a suitahle piece of alder or

Plants face

and

vih^i' at

right

FUNDAMENTAL SERIES

171

Outline diagram with try-square and com-

4.

and shape with try-phine, center-bit, saw, knife, and file. 5. Taper with jack and try-plane. pass,

rip

Outline position of the mortises in the top

6.

which the handle is to be fitted with try-square, bevel, and mortise gauge, and make Fit tlui mortises with firmer-chisel and mallet. piece

in

the parts together with chisel.

Measure the length of the handle, and saw with tenon saAV.

7.

off

Draw

8.

piece,

for

a center line on one side of the top

and mark out the position of the holes

the teeth with compass.

Bore holes with a

suitable pin-bit.^

Gauge the thickness and plane down with

9.

try-plane. 10.

Smooth

Exercises.

entire

Sawing

ing, smoothing up,

model with fde and off,

scraper.

convex sawing, face j)km-

squaring, smoothing

with spoke-

shave, perpeiidicular chiseling, oblique saiving, oblique

j)laning,

mortising cut,

cross

boring

with

center-bit,

[common and cut,

boring

oblique,)

wWi

long

cut,

gauging,

bevel cut,

concave

sluU-hit, filing, scraping.

^ In order to m:iko the opcnin,(>:s jierfeetly suiooth, to bore with pin-bit from oppt)site sides.

it is

best

naas model series

172

Model No. XLIV. Picture

Frame

of

W.

B.

^—irc-

m

H

^iiV

-Hi's-

1

..^

inch

1

cm.

-^L,

±__i^ Lenr/th, 12Jg

1.

i/i

,

o?'

Saw out

eut saw. angles.

down.

Breadth,

33 rm.

tlie

several parts with rip

Plane face and

Gauge

l)readth

11 in.,

and

or 28 rm.

eross-

edge of each at right

and thickness and plane

FUNDAMENTAL SERIES 2.

173

Measure the length of the pieces intended

for the four sides.

Saw

off at right angles

Smooth the ends

tenon saw.

with

in shooting-board

with try-plane. 3.

Avith

Mark

out the position of the half-lap joints

marking

try-square,

awl,

make same with tenon saw and with saw and 4. 5.

and gauge, and chisel

(halving

chisel).

and glue together. Smooth on outside and inside surfaces with Fit the parts

smoothing-plane. 6.

The rabbet on the

l)icture

back

is

which the made with mark-

rear side in

to be fitted

is

ing gauge, chisel, and knife. 7.

Mark

out the position of the graving with

compass, try-sc^uare, and gauge.

Make same with

V-tool or knife. 8.

Make

the

hanger

with

smoothing-plane,

and chisel. Make a groove for same with tenon saw and chisel. Glue in. 9. The small square pyramids which ornament the outer surface of the frame are made in one center-l)it,

Saw off to required length Smooth ends in shooting-board

piece with try-plane.

with tenon saw.

and shape with 10.

chisel.

Smooth the ends

Glue down. of the piece intended for

the picture back in shooting-board witli try-plane.

NAAS MODEL SERIES

174

Smooth

Fit into the rabbet.

entire

model with

scraper.

Exercises.

—/Sawing

off,

long scming face planing ,

edge 2^laning, squaring, gauging, pla7iing in shooting-board, smootJiing

halving ujJ,

vnth

saw

and

chisel,

rabbeting, plain jointing, fixing

wooden 2'>€gs, oblique cJdseling, graving with ing with

gluing,

center-bit, cross

dicular chiseling, cross

with

V-tool, bor-

sawing with tenon saw, perpencut, bevel

cut, filing,

scraping.

Model No. XLV. Tool Rack of W. W.

o o

O <^

t

o o

O

bv

o o -ll^

FUNDAMENTAL SERIES

175

Geometrical Construction.

Length, 31 J J

in.,

or 55 cm.

Breadth,

11 in.,

or 28 cm.

Saw out all the parts with y\\) and cross-cut Mark off the .required breadth, gauge the saw. required thickness of each, and plane down with 1.

jack and try-plane.

Measure the length of each,

and saw off at right angles with tenon saw. 2. The ends of the pieces that are to be dove-

NAAS MODEL SERIES

17C

tailed are

shooting-board with try-

siiiootlied in

plane. 3.

Make

dovetailing as in

Model No, XXXI.

(half blind dovetail as indicated by drawing). 4.

Outline diagram of the back with try-square,

compass, meter measure or rule, and gauge, and

frame compass saw, center-

finish to the lines with

smoothing-plane,

bit,

knife,

and

Smooth

file.

the ends of the bottom in shooting-board.

Glue the several parts together. G. Outline diagram of the front of the box with try-square, compass, and gauge. Bring out the form with compass, knife, and file. Fit 5.

together the chisel, 7.

and

the box

sides of

tenon saw,

Nail down.

file.

Smooth

with

all

outer surfaces with smoothing-

Outline diagram of the brackets

plane.

—two

as

geometrical construction No. 2 (/), two as in and make construction No. 2 {<j)

in

—

geometrical

same with frame compass saw, chisel, knife, and file. Glue these to the Ijack. Nail fast. 8.

Plane the ends of the shelves of the brack-

ets in 9.

shooting-board.

Mark out

the i)osition of the holes in the

shelves as in drawings pass bit

and and

try-s(|uare. chisel.

1

{a)

]\hUs:e

and

1

{h)

with com-

openings with center-

FUNDAMENTAL SERIES 10.

177

rruvide a suitable piece of sufficient length

two partitions in the box. Pre})are in the usual manner, and glue in position in the box as indicated by the dotted lines of the drawing. 11. Smooth entire model with scraper. for the

Exercises.

Sawing

off,

long

sawing, face i)lan-

ing, edge planing, plain jointing, squaring, gluing,

common

gauging, planing in shooting-hoard,

dove-

tailing, boring with center-hit, convex sawing, obstacle

planing, concave filing,

cut,

convex

cut,

cross cut, long cut,

half-lap dovetailing, nailing, ohliqae pAaning,

perpoidiciLlar chiseling, modeling

luith

plane, punch-

ing nails, smoothing up, scraping. Model No. XLVI.

Dough Trough -5

1

Length, 15

1.

saw.

in.,

or3S cm.

Saw out

of

W. W.

>

inch

Breadth,

all

the parts with rip

Oj'g in.,

or23cm.

and cross-cut

Plane face and edge at right angles with jack

NAAS MODEL SERIES

178

and

Gauge bruadth and thickness and

try-plaiio.

})lane

sides

the

Measure the lengJi of the

down. with

and

rule,

inclination

of

Saw

try-square.

to

mark

out

the

lines

angle

the.

ends with

their

fcnir

of

and

Ijevel

with tenon saw.

Smooth the ends in shooting-board with smoothing-plane. Smooth the inner surfaces of the four sides

with

Smooth the outer

together.

Glue

smoothing-plane.

the

parts

surfaces with smooth-

ing-plane. 2.

(Jutline

the

grooves for the handles to

ilt

and marking gauge, and make same with knife and chisel. Make in

with try-scpiare, bevel,

each handle in three se})arate pieces with tenon saw, smoothing-plane, chisel, knife, and

means

the three pieces togetlier by

mortise

and tenon

Glue

joint.

file.

Fit

of an open

the

two

side

pieces of each handle in position in the box, then

glue the cross pieces

with knife and o.

Saw

fast,

and

finish the corners

file.

Measure the length of the off at right angles

bottom

with tenon saw.

piece.

Smooth

the ends in shootinoi-board. 4.

Round

the edges and ends of

with smooth ing-])lane and 5.

Nail

down

the surface Avith

bottom

lile.

the ])()ttom. iiail-sct.

the

l)riv('

nails

below

FUNDA MKNTA L SERIES

1T9

G. Smooth tlio bottom with smoothing-plane and thu entire model with scraper.

Exercises. edge i^/aMWi,^,

Sawing

off,

squaring,

long sawing, face 2)laning^

gauging,

oblique

saiuing,

oblique planing, double oblique dovetailing, smoothing

up,

gluing, plain jointing, oblique notching,

with wooden pegs,

convex ad, long

cut,

ing with plane, 'nailing, puncJiing in

filing,

of

W. W. *\?t,

1.

12

model-

nails, scraping.

Model No. XLVII.

Book Stand

fixing

NAAS MODEL SERIES

180

Geometrical Coustruction.

Geomcliicul CmiBtruction. <

5

A

^

rI-»

r-Mf-

ri-ri;;-

i iiic/t

t

cm.

3.

~

-5i^; 1

inch

1

cm.

2. Length 1.

J

'iOf^ hi.,

or 52 cm.

Saw out

Breadth,

17};-;

in.,

oiihcm.

the several parts with rip and cross-

Phme

and edge of each at right Measure the breadth, gauge the thickangles. ness, and plane down. intended for 2. Nail together the two pieces cut saw.

face

the sides. '1

Outline diagram on opposite surfaces with

try-square, coni[)ass,

and meter measure.

Shape

with compass saw, chisel, spokeshave, knife,

and

scraper.

Separate the two

piec^es.

file,

FUNDAMENTAL SERIES The grooves

4.

are

fitted

181

which the shelves are

in

to be

on the inner surfaces with

outlined

compass, try-square, bevel, aiid marking gauge.

Make

the groove with

chisel.

saw

knife,

tenon

saw,

and and

Measure the length of the shelves, with tenon saw. Smooth

off at right angles

the ends in shooting-board.

Round

5.

the front edges of the shelves with

smoothing-plane. Fit the shelves into the grooves with chisel.

().

Glue

fast.

ing-plane,

Smootli file,^

Exercises.

the surfaces with sniootli-

all

and

scraper.

Sawing

off,

long sawing, face plan-

ing, edge planing, squaring, sliooting-hoard,

gauging, planing in

convex sawing, perpendicular

ing,

smoothing with spoheshave, conca.ve

cut,

cross

cut, filing,

scraping,

cut,

chisel-

convex

half-concealed

edge

grooving, smootldng up, inodellng witli plane, gluing.

'

The proper use

cult to master.

of Tlie

in the 81oy<:l work is very diffishould he i)ushed from the hody,

tlie file file

never pulled towards it. It is likewise necessary to guard against allowing- the file to roll or wahhle, as the surface Avorked upon will l)ecome true only when the file is grasped firmly hy the handle, and pushed forward with a raj^id, steady stroke. It should then be lifted from the wood and placed in its original position. Be careful not to press too heavily upon the wood, as the teeth of the file will then become dull very rapidly. The grooves between the cutting edges should be cleaned from time to time.

NAAS MODEL SERIES

182

Model No. XLVIII.

Hooped Bucket of W. W.

Heii///t, 7\i in.,

1.

or 20 cm.

Saw out

Diameter, Si%

all

in.,

the parts with rip and

or 21 cm.

cross-

and ends of each stave at right angles with jack and try-plane. 2, Draw on both ends of each stave a curved cut saw.

Plane

face,

edge,

FUNDAMENTAL SERIES which

line,

is

to guide in the planing

183

down,

in

order to produce the inner concave surface of

Form

each stave.

the concave surface with jack

and round-plane. thickness of each stave along 3. Gauge the the edges. Draw on both ends the curved line Finish to guide for making the convex surface. to the lines with hand ax, jack, and smoothingplane.

Outline diagram of the bottom as in draw-

4.

ing

1

(/>)

with compass.

Gauge the thickness

and plane down. Bring out the form with frame compass saw and spokeshave.

The inclination of edges of the staves is marked out with bevel and marking gauge, and made with smoothing-plane. 6. Outline diagram of the grooves V)y means of marking awl, bevel, and gauge, on the inner sur5.

face of each stave, in

ward

to

be

fitted,

which the bottom

is

after-

making- the breadth of the

to the thickness of the bottom Cut the grooves Avith knife and chisel. 7. With try-square and gauge mark out the position of the holes in which the little wooden

grooves equal piece.

pegs that hold the staves together are to ha

fitted.

Bore the holes with brad-awl. 8.

Fit the staves together

and

set the

bottom

NAA8 MODEL SERIES

184

into the grooves.

Smooth the outer

surface

of

the staves with smoothing-phxne.

The

9.

iron bands

now made fast. 10. Mark out

tlie

which encircle the staves are required lengtli between the

l)ottom piece and the lower end of the staves by

means of the compass. Saw off with tenon saw. Smooth the ends with smoothing-plane and spokeshave. 11.

The height

is

also

to

be

measured from

the bottom piece, and sawed off with tenon saw

Smooth the upper ends with smoothing-plane and spokeshave. 12.

ing

1

Outline diagram of lower ends as in draw{
using the compass, and bring out the

form with frame compass saw, knife, and 13.

Smooth the

file.

inner surfaces of the entire

model with spoon-iron or spoon-gouge,

file,

and

scraper.

Exercises.

jdaning,

Sawivg

half-concealed

off,

ohliquc

edge

mwiiig,

grooving,

oblique

gauging,

chopjnng, raodeling with plane, fare plan'} iig, circular

sawing, oblique

cut,

smoothing with spokeshave, fixing

of bucket bottom, boring

luifh

brad-airl, hooping, con-

vex sawing, concave cat, bevel cut, end pkinhng, filing, scraping.

FUNDAMENTAL SERIES

185

Model No. LXIX. Cabinet of W. W.

-rr

,_

i^^i^t

^i.j,3,

"i

_5 10

-ICtV

1 inch

1cm. h

Lenqth, 26

jw., rir 6(1

Saw out

1.

Breadth, 15; J

cw.

all

j«.,

or 39.8 cw.

the parts with rip and cross-cut

saw.

Plane face and edge

2.

pieces

door,

intended for the

and of those

at right angles of the stiles

for the

and

rails of

the

cornice and base of

Gauge breadth and thickness of Outline each of these and plane them down. diagram of the three parts of the cornice and the three of the base, and bring out the form, the

cabinet.

using jack and try-plane.

NAAS MODEL SERIES

18G

Plane face and edge

3.

at right

pieces for the sides, the top, back,

the cabinet, and

the panel

angles of the

and bottom

ol

Meas-

of the door.

and gauge thickness of each, and plane down with jack and try-plane. ure

l)readth

The

4. viz.,

^

parts that are to ho joined together

the two sides and the top and bottom piece

—must be sawed dovetailing 5.

off to their required lengths,

smoothed

ends

their

shooting-board.

and The

model No. XXXI. edges of the two sides with

made

is

in

Smooth the

as in

try-plane.

which the back is to 1)0 fitted is marked out with marking-gauge and made with knife and chisel. 7. Glue the dovetailing parts together. 0.

The rabbet

8.

Saw

and

l)lane. 9.

the

off

into

it

fit

in the sides in

back the

to

its

groove

requircMl

with

length

smoothing-

Nail the l)ack tightly in position.

Smooth

all

the outer surfaces with smooth-

ing-plane. 10.

base

Fit witli

together the try -square,

Miter

plane.

j)nrts

for tlie cornice

bevel,

an
them on the corners

and

smoothingan
nail

tog(!ther. '

The

Urcadtli of tlie to]^ and l)ottom is to ])p mndo 0(|nnl to ol" the sides, ininiis tlic t-liiekness of tlie l)a(;k.

the breadth

FUNDAMENTAL SERIES

187

and rails is measured with rule and try-square, and sawed off at The ends are right angles witli tenon saw. smoothed in shooting-board. 12. Outline diagram of the through mortise and tenon with relish in the stiles and rails, Make same as in with try-square and gauge. Model No. XLII. with firmer-chisel, tenon saw, and small chisel. 13. Fit the stiles and rails together with chisel. Smooth the outer edges of the stiles and rails 11.

Tlie lengtli of tlie stiles

^

j

with try-plane. 14.

The grooves

in the stiles

the panel of the door

mortise gauge, and 15.

is

and

made with

Fit the panel of the door into the grooves

})Osition.

witli 16.

which

knife and chisel.

with try and smoothing-plane. in

rails in

to be fitted are laid out with

Smooth

all

Glue the panel

surfaces

of the

door

smoothing-plane.

Fix the hinges and lock with try-square,

gauge, pin-bit or

drill, chisel, knife,

brad-awl, and

screw-driver.

Smooth the top and l)ottom with smoothing-plane, and the entire model with scrajKa*. 17.

Blind mortises and tonons may lio nsod in tho construction of the door, as the edp;es will tliei\ ])resent a neuter api)earance, the ends of tlie tenons l)eing concealed. '

NAAS MODEL SERIES

188

Exercises.

Sawing

off,

vertical long

sawing

(foot-

sawing), face planiiigj 2)lain jointing, gluing, edgejjlaning,

squaring,

gauging,

end-planing,

dovetailing, grooving luith knife

beveling

with

oblique position,

and

half-lap

chisel,

mitering,

nailing,

punching

nails, smoothing up, inortising, fijing h nges, fixing lock,

scraping.

Model No. L. Table of W. W.

Udqht,

SO,!), ?«.,

or 70.5 cm.

lireadth,

13,",.

in.,

m- 34 em.

FUNDAMENTAL SERIES 1.

Saw out

tlie

several parts with

189 rij)

and

cross-

cut saw. 2.

Plane the face and edge of each of the four

pieces

intended

for

the

legs

at

right

angles.

Gauge the thickness of each and plane down. 3. Plane the face and edge of each of the four upper side pieces, or upper rails, and of each of Gauge the four lower rails at right angles. breadth and thickness and plane down. 4. Lay out the tenons as indicated in drawing (a)

the blind mortise-joints with try-square

for

Make

and gauge.

the tenons with tenon saw and

chisel. 5.

Screw the four

Lay out the

bench.

legs

into

position

the

vise

of the

of the mortises as

drawing (a) with try-square and gauge, and make same with firmer-chisel and mallet. Measure the length of the legs and saw off. (j. Construct outline of the legs as in drawing with try-square, compass, and gauge. Bring out in

the

form

witli

jack and try-plane, making the

bevel or chamfer with chisel and 7.

Fit

the tenons of the rails

tises

of the legs,

with

chisel.

8.

The grooves

blocks

making in

a

file.

into

the mor-

blind mortise-joint,

which the eight small mortise

that strengthen

the table-top

are

to

be

NAAS MODEL

190

are

fitted,

fiPJRTES

marked out on the

inside of

four

tlie

upper

rails with compass, try-s(|uare, and gauge, and are made with chisel. 9. Glue the rails and legs together. 10. Saw off the upper ends of the legs at right angles and at a level with the upper rails. Smooth the u})i)er edges of tlie upper rails and the up})er

ends of the legs with smoothing-plane. 11.

Smooth

all

outer surfaces with smoothing-

plane. 12.

Plane the face and edge of the pieces in-

tended

for

the table-to|) and

the

shelf at right

Measure the breadth, gauge the and plane down.

tliick-

angles. ness, 13.

Fit

the shelf in

position, using

square, gauge, tenon saw, 14.

The blocks

and

15.

chisel.

Gauge breadth and

Mark out

thickness and plane down.

saw.

try-

that are to strengthen the shelf

are i)laned in one length.

of each with

the

the length

compass, and saw off with tenon

Smooth with chisel. The shelf is held fast

to

the lower rails

with clamps or hand-screws, and the twelve small blocks are glued in.

ing

T,ay out

{()

down on

the inside.

diagram of the table-top

as in

with try-square and compass, and

same with

chisel,

smoothing-plane, and

draw-

make ii\i\

ELEMENTARY SERIES

TOWJV

Plane faco and edge of the eight mortise-

17.

that strengthen

blocks

with

compass,

the

table-top

right

at

Measure the length of each saw off, and shape with

angles in one length.

then

Fit the mortise blocks into the grooves.

chisel.

The

191

table-top

held

is

hand

clamps or

the upper rails with

fast to

screws,

and the mortise blocks are

glued into the grooves (the

being

glue

placed

only upon the upper surface of each block). 18.

Smooth

the

edges of the

with smoothing-plane and 19.

Smooth

Exercises. {foot

entire

model with

— Sawing

off,

and shelf

top

file.

scraper.

long

vertical

sawiiuj

mwing) face-planing squaring, gauging, edge,

,

Jiauiiched

'planing,

planing,

oJ)lique

tenon

{concealed

cliamjering

with

mortising^,

chisel,

fHhig,

smoothing up, gluing, plain-jointing, gluing with use of clamps, hloching {gluing with hlochs) perpen,

dicular

chiseling,

end pAaning, mortice

hloching,

scraping.

II.

SERIES.'

(a).

Kindergarten Pointer.

{ScG

pagC \^Z^

No.I.(b).

Kindergarten Pointer.

{ScC

pagC

Model No. Model

TOWN ELEMENTARY

I.

104.)

Many of tlic models in the Town Elementary >Series made in tlie same way as the corresponding models in '

are the

JVAAS

193

MODEL SERIES

Model No.

II.

Parcel Pin of W. B.

' cm.

1 inch

Length, 2{l

1.

A

that

it

in.,

or 7 cm.

Thickness,

wood

suitable piece of

is

y*s

or

1

cm.

cut four-sided so

have the form of a square

will

in.,

in cross

section. 2.

Measure the length and cut

o.

Chamfer

as

shown

in

(The entire work

notches.

off.

drawing. is

to be

(Jut

the

done with

the knife.)

Long

Exercises.

Model No. Model No.

III.

IV.

cut,

cross cut, bevel cut.

Round Flower Penholder.

stick. [ScC pCKJC

{^ScC

pCigC

Rectangular Flower Stick.

Model No. V.

105.)

106.) {^ScC

pdQC

page

108.)

107.)

Model No.

VI.

Model No.

Vll.

Key

Model No.

Vlll.

Thread Winder.

Fundamental Series are

Town

Slate-pencil Holder.

Series,

made

Label.

[ScC

[ScC jXigC \00.) i^ScC

and many of those

like those in either the

'pagC llO.)

in the Iliph Sehool

Fundamental or the

Series. In such (uises a reference to tlie paije on wliieh the mo(U'l has already been described is sullieient.

2'OWN

ELEMENTARY SERIES Model No.

193

IX.

Bar of W. W. (used by the Wood-Carriers).

Am1

inch

1

cm, Diarmter.

Len/fth, 13ig In., or 3b cm.

1.

Saw from block a

suitable piece of

1 in.,

or 2.5 cm.

wood with

and cross-cut saws. Gauge 2. Plane ftice and edge at right angles. thickness, and plane down and with breadth ri[)

jack and try-planes. 3.

Draw

diagonals on

both ends.

With the

intersection points as centers, describe circumfer-

ences within the squares. 4.

Make

the object octagonal, then sixteen-sided

with try-plane. 5.

Round with

6.

Measure the length and saw

smoothing-plane. off with tenon

saw. 7.

Round

entire

the

ends with knife,

model with

Exercises. squaring,

smooth

file.

Sawing

gauging,

and

off,

bevel

long Sdiving, edge planing,

planing,

plane, convex eat, cross-cut, filing.

modeling

luith

194

MODEL SERIES

JVAAS

Model No. X. Pen Rest of W.

B.

Q 9 Otti

ruT

*

1

r

tinch Lenglh, 3^^

1.

iiiatu 2.

lu.^

nr 9

Brtadlh, \%

cut.

Saw from block tliicknoss with

us buforu.

hand

Cut

in..,

or 2 cm.

to approxi-

ax.

Plane facu and odgu at right angles.

Gauge

breadth and thickness and plane down. 3.

Measure the length and the position of the

recesses with compass.

Cut the

tenon saw.

and 4.

Saw

with

off the length

recesses

with

tenon

saw

knife.

On

each end construct a semicircle with a

Round

radius equal to half the thickness.

the

upper surface with these semi-circumferences as guiding pose.

lines,

using smoothing-plane for the pur-

Smooth the ends with knife and the

model with

entire

file.

Exercises.

Smving

off,

cho^^iying,

edge

planing,

squaring, gauging, cross-sawing tuith tcu,on saw, long cut, cross cut, modcli'tuj

Model No.

XI.

with plane, filing.

Paper-Cutter.

[ScC

puge

114.)

TOWN ELEMENTARY SERIES

li>5

KAAS MODEL SERIES

iO(J

Model No.

Bowl.

Small

XIII.

Hammer

Model No. XIV.

{^ScC iJiKJC I'll .)

Handle.

{ScC

pMJC

llU.)

Model No. XV. Spoon. {8eG pa(JG 120.) Model No. XVI. Chopping Board. [See Model No. XVII. Flower-pot Cross.

JKl'JC

(^/S'ctJ

122.) 123.)

j^rt^tJ

Model No. XVIII.

Meter Measure of W.

B.

z: >l c

irMt^

aZDt-6

:7z:

Breadth,

Len(//h,25i'si»;Or6ic»i.

1.

Saw from

*

Ijlock

a

\

piece

suitable

in.,

of

or 2.^ cm.

wood

as l)efore. 2.

Plane face and edge

at right angles.

Gauge

breadth and thickness and i)lane down. 3.

outline of the rule as in drawing (a)

Draw

with try-square and saw, smoothing-plane, 4.

Taper

gauge, and

make with

rip

and spokeshave.

Avith try-plane.

Saw out with Chamfer compass saw and shape with knife. 5.

Draw

outline of the handle.

with knife. 6.

Measure length, and saw

olF at right angles

with tenon saw. 7.

Smooth

entii-e

model with

file

and

scraper.

TOWN ELEMENTARY SERIES Exercises. ing^ edge

ing,

Sawing

long scvwlng, face 'plan-

plcudng, squaring, gauging, ohstacle 'plan-

smoothing

concave

off,

197

cut,

with

convex

spoheshave,

long cut, convex cut, cross

sawing,

cut, level cut,

filing, scrapjing.

Model No. XIX. Scoop.

(aScC

Model No. XX. Clothes Rack. Model No. XXI.

Model No. XXII. Model No. XXIII.

pagC

125.)

(aS'cC

Flower-pot Stand.

Ax Handle. Footstool.

pagC

(^'CC p)a(JC

(aS6'(^

(iS'ee

pagC pagC

Model No. XXIV.

Book Carrier

of

W. W. and W.

I

1— 1

127.)

inch

B.

I

cm.

120.)

131.) 132.)

198

JVA-iS

MODEL SERIES

Geometrical Construction.

1

Length, 9^^111., or

'i^

inch

cm,

Saw out the two

1.

as before.

1

cm.

2.

Breadth,

b\f. In.,

or lb cm.

pieces that form the carrier

Plane face and edge of each at right

Measure the breadtli and plane down. the position of the grooving in the top piece with try-square, compass, meter measure, marking-awl, bevel, and gauge. Cut the angles.

Mark out

2.

groove with tenon saw, chisel, and rabbet plane.

Make

3.

the two

dovetail tongues with jack

and try-plane. Fit them into the grooves. Gauge the thickness and plane down. 4. Measure the required length of the parts, and saw off with tenon saw. Smooth the ends at 5. Nail the parts together. right

angles

Avith

smoothing-plane.

Mark out

the position of the recesses with try-square and

compass, and

and

knife.

make them with tenon

saw, chisel,

Separate the parts.

the handle. 6. Saw out a suitable piece for Gauge breadth and thickness and jdane down.

Draw

outline as in geometrical construction

(2)

TOWN ELEMENTARY SERIES

199

with try-square and compass, and bring out the

form with compass saw, knife, 7.

file,

and

chisel,

smoothing-plane,

scraper.

Bore the holes with pin-bit or

Fasten

drill.

the handle with wood-screws, driving the screws in at a slight inclination.

Exercises. ing,

— Sawing

squaring,

off

,

dovetail

face planing, edge 'placheveling

clam/ping,

ohlique 'position, ganging^ end planing, cross tvith tenon

saw, perpendicnlar

loith plane,

fixing

loith

scraping, boring with

Model No. XXV. Box.

long

cliiseling,

convex sawing, concave chiseling, cross screws,

cut,

modeling

cut,

filing,

with

sawing

bevel

cnt,

shell-bit.

[ScC

page

137.)

Model No. XXVI. Ladle. {ScC page 139.) Model No. XXVII. Baker's Shovel. [ScC page 141.)

Model No. XXVIIl. Clothes-Beater. Model No. XXIX. Ruler.

[ScB

page

(^See

J^agC 142.)

143.)

Model No. XXX. Bootjack. [See page 145.) Model No. XXXI. Lamp Bracket. [Sce pagC 147.) Model No. XXXll.

Weaving

Shuttle.

(ScC

page

Model No. XXXIII.

Knife Box.

Model No. XXXIV.

American Ax Handle.

[ScC

pagC 150.) 151.) {^ScC

154.)

Model No. XXXV. Match Box.

(See

page

155.)

Model No. XXXVI. Baseball Bat. [ScC pagC 157.)

_2X/^e

200

JfAAS

MODEL SERIES

Model No. XXXVII. Triangle of W. B. 7|j

liiich

Length, 7{^

1.

in.,

1

cm.

Breadth,m in., or

nr 20 cm.

Saw from

l)lock a suitable piece of

10 cm.

wood, as

in previous exercises. 2.

Plane face and edge at right angles with

try-plane.

Gauge the thickness and saw

off with

rip saw. 8.

Model No. adjusting the wood upon a

Plane to required thickness

XXIX., page

144,

as in

foundation piece. 4. 5.

Chamfer witli try-plane. Smooth the one end in shooting-board

Avith

try-plane. 6.

Lay out diagram

as in

drawing with meter

measure, try-square, marking awl, and bring out the form witli

tenon saw and smoothing-plane.

tlie aid of comand scratclicd on tlie clmmfer with trySmooth with scraper. srpiarii and marking awl. 7.

j)ass,

Divisions are laid out witli

BlOn SCHOOL SERIES Sawing

Exercises.

ing, edge planing,

off,

201

long sawing, face plan-

squaring, gauging, fixing

loith

wooden pegs {for planing thin wood) planing

wiili

,

compass plane, heveUng with ohlique position, planing in sliooting-board, boring with

center-hit, ohlique

sawing, ohlique planing setting out, scraping. ,

Model No. XXXVIII.

Model No. XXXIX.

{Sce

page

page

160.)

Pen Box.

Stool.

Model No. XL. Try-square.

[^^CC

159.)

{SeC J)agG 163.)

Model No. XLI. Plate Rack. {ScG page 165.) Model No. XLI I. Marking Gauge.

{See

page

168.)

Model No. XLIII. Rake Head. {ScC page 170.)

Model No. XLIV. Picture Frame. {ScC p>agG 172.) Model No. XLV. Tool Rack. {See JXige 174.) Model No. XLVI. Dough Trough. {Sce JXtgC 177.) Model No. XLVII.

Book Stand.

Model No. XLIX. Cabinet. Model No.

Table.

L.

I.

Model No.

l.(b).

Model No.

II.

Model No.

III.

{See

page

179.)

page

182.)

185.)

{See pKige 188.)

HIGH SCHOOL SERIES.

MI.

Model No.

{See

page

{See

Model No. XLVIII. Hooped Bucket.

(a).

Kindergarten Pointer.

{Seepage 103.)

Kindergarten Pointer. (Seepage 104.)

Parcel Pin.

{See

Round Flower

page 192.)

Stick.

{See

page 105.)

202

MODEL SEUIES

JVAAS

Model No.

Opener

Letter

IV.

of

W.

B.

-C,\:-

z© Length, 6J5

1.

in.,

or 17.1 cm.

piece

suitable

a

Select

Breadth,

of

f,.

in.,

or

Cut

wood.

1

cm.

to

required breadth and thickness. 2.

Construct outline as in drawing, and shape

with knife, making

it

first

octagonal, then six-

3.

and then round. Measure the length and cut

4.

Round

teen-sided,

tlio

ends.

Sawing

Exercises.

off.

off,

lonrj cut,

crof^fi

cut,

convex

{^ScC

page

cut.

Model No,

V.

Rectangular Flower Stick.

107.)

Model No.

page

Charcoal and Pencil Holder of W. W.

VI.

(*Se6

lOS.)

jmgC

Model No.

VII.

Key

Model No.

Vm.

Pack-thread Winder. [ScC pagC 110.)

Model No.

IX.

Model No.

X.

Bar.

Label,

(See

Pen Rest.

(a'^^^

100.)

page 103.) [ScC JKigC

194.)

BTGH SCHOOL SERIES

303

page

Model No.

XI.

Paper-cutter.

Model No.

XII.

Strop Stick.

(^Sce

pCigG 195.)

Model No.

XIII.

Small Bowl.

[See

page

Model No. XIV.

Hammer

{ScC

Handle.

[See

114.)

117.)

page

119.)

Model No. XV.

Pen Tray

of

W.

B.

!

4

i

i

U

-£

h

!\

J

inch

1

em.

Breadth, 2}f

Lenfjth, 9}^ in., or 25 cm.

1.

Saw

Plane

off

face

in.,

or 7

ctn.

from block a suitable piece of wood.

and

edge

at

right

angles.

Gauge

breadth and plane down. 2.

Lay out the

position

of the hollow as

in

drawing (a) with try-square, compass, meter Make the holmeasure or rule, and gauge. low with gouge, mallet, spoon-iron,^ or spoonThe spoon-iron is rarely, if ever, used in American cnrpenter shops. It is similar in appearance to our spoon ,e;ou,t>e, Init it is very much more convenient for deep concave '

surfaces.

NAAR MODEL SERIES

204

gouge,

and

smooth

with

and

scraper

sand-

paper.^ 3.

Gauge the

and plane down with

thickness,

try -plane. 4.

Measure the length, and saw

off at

right

angles with tenon saw.

Lay out the form

5.

of the ends with compass,

and shape with Smooth with file.

chisel

Smooth

outer

G.

the

and

smoothing-plane.

of

surfaces

model with smoothing-plane and Exercises.

Sawing

jdaidng,

edge

off,

the

entire

scraper.

long sawing, face planing,

squaring,

gauging,

gouging

with

gouge and with spoon-iron, scraping, perpendicular chiseling,

filing,

modeling

luith

smoothing

jj/(/7^e,

up.

Model No. XVI. Chopping Board.

{^Seepage 122.)

Model No. XVH. Flower-pot Cross. Model No. XVI 11. Meter Measure.

Model No. XIX. Scoop. Model No. XX.

[See

page

Clothes Rack.

i^Sce

JMigC 123.)

[HcC pxtgC IDG.)

125.)

[ScC P>age

Model No. XXI. Flower-pot Stand.

127.)

{Seejmge

12*.).)

'After nibbin.ti: lliis liollow surface with sniid-paper, a of rork should Ite used to reuiove any slight rough-

])ieee

ness.

•

205

HIGH SCHOOL SERIES Model No. XXII. Flower-press Roller and Rests of W.

B.

]

I

-i-iV

1.

Geometrical Construction.

Length, 15

1.

in.,

ThicknenK, 2i%

or 38 cm.

Saw out

a

suitable

Plane face and edge

j^ieeo

for

at right angles.

tlie

in.,

or&cm.

roller.

Gauge the

NAAS MODEL SERIES

200

and plane down with try-plane. Measure the length and saw off at right angles. 2. Lay out the position of the holes with tryBore the holes from square, compass, and gauge. thickness,

l)oth sides 3.

with center-bit.

Construct on each end a circumference with-

the square.

in

Make

tlie

then sixteen-sided, and

piece

octagonal,

first

jack

tlien cylindrical, Avith

and try-plane. 4. 5.

Smootli with

Saw

file

and

scraper.

out the pieces for the two rests in one

length. 0.

Gauge breadth and thickness of each and

plane down. 7.

tion 8.

Lay out outline (2)

as in geometrical construc-

with try-square and compass.

Shape with compass saw, gouge,

chisel,

and

file.

The inclination of the upper edges is marked out witli compass and meter measure down with try-plane. or rule, and is planed 9.

Lay out position of the holes for the screws. Bore them with suitable bit or drill. 10. Smooth the entire model with scraper. Exercises.

Saiving

off,

long sawing, face planing,

8(piaring, gauging, horing with center-hit, bevel

2>l<(ii-

HIOH SCHOOL SERIES ing,

modeling with

20?

perj:)e7icHc^t/ar

ijlanc,

filing, scraping, boring luith

shell-bit,

chisding,

edge 'planing,

convex sawing, perpendicular gouging, oblkpie planing.

Model No. XXMI. Footstool.

[Sce

Model No. XXIV. Book Carrier.

page

{^Sce

Model No. XXV. Box. [ScC page

Model No. XXVI. Ladle.

[See

page

137.)

page

139.)

Model No. XXVll. Flower-press of W. W.

Jf'.T-

J 1

]..4-

U_J ^li'e*

*r'2^(r>

-15ii-

'linch

A

(

\

--'

^m^ 1.

Icvi.

y.

132.) 197.)

NAAS MODEL SERIES

208

+l"la

Length, \"\l

1.

i».,

Breadth, 9|J

or 45.1 cm.

Saw out

the

two

parts

for

the

in.,

or 25 J cm.

top

and

bottom pieces. 2. Plane face and edge of each at right angles. Measure the breadth of each and plane down. out the position of the grooves by 3. Lay

means of compass, try-square, meter measure or Remove so as to rule, marking awl, and bevel.

make

the grooves with knife, tenon saw, chisel,

and rabbet-plane or router-plane. 4. The dovetail tongue is made with jack and try-plane and fitted into the groove. 5. Lay out diagram of the form, and saw out with frame compass saw. Gauge tlie thickness, and ])lane down with jack and try-plane. 0. Smooth the ends with spokeshave and file. 7.

Tlie

inclination

of

the

lower side of the

HIGH SCHOOL SERIES

marked out with compass, and gauge, and planed down with

bottom piece square,

309

try-

is

try-

plane and smoothing-plane. 8.

Smooth

and

scraper.

Exercises.

entire

model with smoothing-plane

Smuing

off,

chopimig, face planing,

2)lain jointing, gluing, squaring, dovetail clamping,

convex sawing, gauging, smoothing with spokeshave,

square planing, wedge planing, smoothing up, scraping, modeling ivith draiu-knife.

Model No. XXVIII. Coat Stretcher of W.

B.

"

W^

1

-\5\l-

Length, 15j§

1.

face

in.,

Saw out and

Breadth, \f^

or 40 cm.

a suitable

piece

edo;e at right angles.

and plane down.

of wood.

in.,

or 3.5cm.

Plane

Gauge thickness

NAAS MODEL SERIES

210

Lay

2.

drawing

on opposite edges as in Saw out with frame compass saw.

out

outline

(6).

down convex

Plane

surface with smoothing-plane

and concave surface with compass or

circular

plane.

Measure the length

3.

and saw

Round

off.

the ends with knife.

Mark out

4.

the position of the holes and bore

and

center-bit

witli

from below

boring

pin-bit,

with center-bit, and from the top with pin-bit, as indicated 5.

Round

the

smooth with 6.

Fasten

previously

drawing

in

file

scraper.

hook

the iron

made

in

Smooth

Exercises. edge

entire

planing,

off,

Fit this

fast.

model with

Sauring

having

position,

a tenon with chisel.

tenon into the hole and glue 7.

spokeshave, and

with

edges

and

(b).

scraper.

long sawing face planing ,

gauging, convex

squaring,

saiuing,

2)laning with compass jjlane, smoothing up, cross cut,

convex bit,

cut,

boring with

modeling

luith

ceiiter-bit,

boring with

spokeshave, filing

,

scraping, sink-

ing iron pdates.

Model No. XXIX. Ruler.

(iSVc

Model No. XXX. Bootjack.

pagC

(aSc'C

shell-

143.)

page

145.)

HIGH SCHOOL SERIES Model No. XXXI. Lamp Bracket. Model No. XXXII.

Model No. XXXIII.

Weaving

211

[ScC ptigC 147.)

[See ])age 150.)

Shuttle.

Knife Box.

[Sce JjaiJC

151.)

Mode! No. XXXIV. Ax Handle (American).

[See iJaQG

154.)

Model No. XXXV.

Model No. XXXVl.

Match Box.

[See

Baseball Bat.

Model No. XXXVII. Triangle.

[See Jjage

Model No. XXXVIII. Pen Box.

Model No. xxxix.

Stool.

[See

[See

Model No. XL. Try-square.

page 155.)

[See J)age

200.)

page

page

157.)

159.)

100.)

[See pjage 163.)

Model No. XLI.

Drawing Board with Frame of W. W. Board.

4A>

-li'is-

tijtr -3f

1

LetKjth, I'J^J

ill.,

or 50 cm.

14

inch

1

cm,

Breadth,

15 Jg in., or 40

cm.

NAAS MODEL SE1UE8

212

Frame.

r (5>-

-

Vp

pn

"^

-19]

-

J

"

JM

'^

—^ Length, 19}J

1.

iti.,

or 50.5

Breadth,

cwi.

Saw out

tlio

parts

several

1

ivch

1cm. or

44.5. c;«.

rip

and

ITy'V iw.

with

cross-cut saws. 2.

Plane face and edge of the parts

frame at

Measure

for

the

the

hreadth,

gauge the thickness, and plane down.

Measure

the

right angles.

length and saw

Smooth

off.

the

ends in

shooting-board.

XXXIII.

3.

Dovetail as in Model No.

4.

IMane face and edge of the

board at right angles. thickness,

saw 5.

off at

(page 152).

[)arts

for

the

Measure breadth, gauge

and plane down.

JMeasure length

and

right angles with rip saw.

Lay out the

position of the

grooves with

HIOH SCHOOL SERIES compass,

try-square,

marking

measure

meter

and rabbet-plane. The inclination of the

rule,

so as

knife, tenon saw,

produce the grooves with

to

or

Remove

and gauge.

awl, bevel,

213

chisel, 6.

tongue

is

sides of the dovetail

out witli rule and

laid

compass, and

made with jack and try-plane. 7. Smooth the ends with try-plane and fit The small support blocks the frame.

into

that

strengthen the corners of the frame are planed in

one length with try-plane, and sawn off to their length with tenon

required

Smooth the

saw.

ends with chisel and nail down. 8.

The

try-plane, 0.

and shaped with

Bore the bolts

Exercises.

and knife. and screw entire model with

chisel

holes with brad-awl

Smooth down. smoothing-plane and scraper.

the

one length with

planed in

bolts are

Sawing

off,

long

savring, face plan-

ing, edge j^lnnimg, squaring, gluing, gauging, plan-

ing in shooting-hoard, dovetailing dovetail

clamping,

smoothing ivith

up,

brad-awl,

in

thick

end planing, oblique

mitering, nailing,

long cut, fixing with

oblique

chiseling,

perpendicular

screius,

luood,

planing, boring

chiseling,

scraping.

Model No.XLM. Marking Gauge.

{ScC JjagC 168.)

214

JVAAti

MODEL SERIES

Model No. XLIII. Bracket of W.

B.

Gcoinctrical Coiiistruction. 6i*.

L

JLeimth, Vo\l in., or 40

cm.

^ j'g

1

Breadth,

7\%i>i.,

or 20 cm.

BIOH SCHOOL SERIES

Saw out the

1.

several parts with rip

315

and

cross-

cut saws. 2.

for

Plane face and edge of the pieces intended the two bracket supports and the piece for

the body

Nail

Draw

the

shelf at right angles.

Gauge

and thickness and plane down.

l)readth 3.

of

the

parts

for

the supports together.

outlines as in geometrical construction 2 (d)

with try-square, compass, and meter measure or rule.

Saw

off the upper end at right angles with saw and smooth with smoothing-plane. Bring out the form with compass saw, chisel, gouge, file, and scraper. 4.

rip

5.

Lay out the

the bottom

position of the

of the

body of the

two grooves on in which

shelf,

the supports are to be fitted with compass, square,

marking

awl,

depth of the grooves

is

bevel,

and gauge.

try-

(The

marked out with mortise

gauge.)

Remove, producing the grooves with tenon saw, chisel, and ral)bet-plane. 6.

7.

Saw

off'

knife,

the required length of the back and

the body of the shelf at the same time with tenon saw. (S.

Smooth the ends with smootliing-plane.

9.

Glue the supports into

position.

NAA8 MODEL SERIES

216 10.

Smooth

tlie

body of

with smootli-

tlie slielf

ing-plane. 11.

Saw out

the pillars

in one lengtli.

(e)

Bring-

out their form with plane, chisel, and knife. 12.

The

railing

of the balustrade

(h)

is

made

with the try-plane.

The distance between the pillars is marked The holes in which the out with compass. 13.

tenons of the pillars are to

fit

are bored with

center-bit. 14.

Nail the l)ack and body together.

other parts and glue

Smooth

fast.

all

Fit the

outer sur-

faces with smoothing-plano. 15.

The carving on the edges

is

made with

carving-tools. 10.

Smooth

Exercises.

entire

model with

Sawing

edge 'planing, scpiaring,

off,

scraper.

long sawing, face planing,

2)lai7i

jointing, gluing, gaug-

ing, end planing, convex sawing, perpendicular chiseling, pcip)endicidar

gouging,

filirig,

scraping,

Jadf

concealed edge grooving, smoothing up, concave cut,

long

cut,

hcvcl cat, mortising,

setting out,

scraping,

sinking iron plates, boring with center-hit, nailing,

graving

with.

V-tool.

page 172.)

Model No. XLIV. Picture Frame.

[SrC

Model No. XLV. Tool Rack.

pOgC

[SfC

174.)

217

HIGH SCHOOL SERIES Model No. XLVI.

Tea Tray 91

of

W. W.

'.

linch Letif/th, lajf!

1.

»??.,

or 35 cm.

Breadfh,

Saw out the

several

parts

as

in

O,',-

in.,

or 24 cm.

previous

exercises. 2.

Plane face and edge of each

(lauge

thickness,

at right angles,

measure breadth,

and

plane

down. 3.

Lay

off the

meter measure or

length of the four sides with

determining the angles of

rule,

inclination of the ends off

by means of

level.

Saw

with tenon saw and smooth the ends with

smoothing-plane. 4.

The dovetailing

XXX TIL 5.

Draw

(page

is

made

as in

Model No.

152).

the outline of the ends and l)ring out

the form witli center-bit, chisel, compass saw,

and

knife.

file,

NAAS MODEL SERIES

218 6.

Smooth

Glue the sides and ends together.

the outer surfaces with smoothing-plane, 7.

Draw

the outline of the bottom and

with smoothing-plane and (S.

Nail

down

shape

file.

The upper edges

the bottom.

are

rounded wdth smoothing-[)lane, knife, and file. 9. Smooth the entire model with scraper. Exercises.

Sawing

off,

long sawing, face planing,

edge planing, squaring, gauging, plain jointing, gluing, oblique sawing, oblique planing, double oblique dovetailing, boring with center-bit, perpendicular chiseling, convex sav)ing, long cut, convex cut, concave cut, filing,

smoothing up, modeling

luith

plane, boring

with brad-awl, nailing, punching in nails, scraping. Model No. XLVM. Book Stand. Model No. XLVIII.

Hooped Bucket.

Model No. XLIX. Cabinet. Model No.

L.

Table.

[ScC

(*SVy'

page (/ScC

[ScC

page

pogc

188.)

179.)

pogC

185.)

182.)

CHAPTER

V.

EVA RODHE'S MODEL SERIES.

INTRODUCTION.

THEcharacter and develop

to

education

of all

object

the

to

is

form the

to strengthen the will power,

intellectual

and

fjiculties

the

ability to

work, and to give a healthy physical

training.

As

to this aim, all educators are agreed,

to the

as also

idea that education

is

important factor in the making

of the

two other respects there

among

in

great

the

difference

education

is

of opinion

:

should begin

what a correct and

;

rational

as

first,

the most

man

;

but

educators

when

to

and, second, as

to

should

education

comprise. I

that

believe

begins with for

education

the

of

years

years,

of his

great

life.

Even

differences

child

The foundation

his consciousness.

the child's character should be laid

earliest five

the

may

at

the

be

in

the

age of

noted 219

in

EFA ROD HE S MODEL SERIES

220

the

characters

which are

the

of diirerent children,

not only

result

differences

natural

of

inherited tendencies, but also of the

their children cising

either

gence,

if

in

or

bringing

to educate

right way, without

the

undue

how

understood

If all parents

up."

''

exer-

severity or excessive indul-

they themselves could serve as worthy

what they would have their children be and do, then indeed might we expect

examples

of

our future generations type

of

manhood and womanhood.

province of the school to

assist

to cultivate the

power

parents in form-

"

to do," thereby de-

veloping the mental faculties, and least,

to send the

child back

these

ends,

last,

to the

but not

home with

In order to accom-

a strong and healthy l)ody. l)lis]i

the

It is

impart information,

ing the child's character, to

and

a far nobler

display

to

the school

demand

must

of

the pupils that they be truthful, obedient, faithful, diligent,

active

and

orderly, kind to their comrades,

willing

in

their

this be best accomplislied

As few for

tlie

work.

How

and can

?

rules as possible should

guidance of the pupil.

be laid

No

down

pedantry

should exist within the class-room, and any tendencies

towards

it

should

lessons should be sliorl

l)e

discouraged.

Tlie

and of a character calcu-

221

INTRODUCTION lated to arouse tlio interest of the eliild,

so tliat

work may prove })leasaiit and not irksome. When the work is of a healthy character and

the

within the child's capability, then only will the

information imparted be of lasting vakie, and

then only can the mind be broadened in all its The course of instruction must not comphases. too

prise

Too many

many

to be

subjects

studies tend rather to

taught at once.

weaken than

In order to develop

strengthen the mind.

physical powers, book studies and practical

must be combined

the school

work

exercises.

two of these seven hours should be devoted

to physical

work.

objections to the present system of educa-

The

are

tion

all

the

spends seven hours a day at school,

If the child at least

in

to

as

follows

:

first,

the children

take up

the study of abstract subjects at too early an age second,

the subjects succeed

one

another

rapidly, so that the thorough mastery of

too

any one

becomes impossible third, the children are compelled to remain seated and inactive for too great a period of time and, fourth, they have

subject

;

;

no

practical work.

Up

to the age of seven years the child should

work and work and prac-

be busied with nothing but manual

games, after

which

theoretical

EVA RO DUE'S MODEL SERIES

222 tical

manual work, games, and gymshould be combined in such a way that

exercises,

nastics

one exercise will relievo another, and

prevent

the child from growing tired.

The books reading-book

The

in

use

should

must be

brief,

used

be

in

and some

every

class.

greater part of the time should be devoted

and speaking the Courses in moral instruction, mother tongue. the rules for health, and the laws and customs of

to the art of reading, writing,

the country should ha ol)ligatory in every school. Girls at the age of thirteen or fourteen should

receive

instruction in matters pertaining to the

home, and boys of the same age should be taught the various kinds of manual work. Froebel's system may 1)0 applied to children up to the fifth year.

From

the

fifth to

the eighth

year suitable manual work should be provided,

with the use of light tools; from the eighth to the eleventh year, manual work with larger and heavier tools, in various kinds of for the

making

eleven til to

tem of

Niiiis

of simple models

;

wood

suitable

and from

tlie

the thirteenth year, the Sloyd Syswill

be found very valuable.

Eva Rodhe. GoTiiENRURf;, Fchniary, 1801.

THE EVA ROD LIE MODELS THE EVA RODHE MODEL

233

SERIES.

(A Series fur Children from Ave to eight yearn of age.)

List of the Models. All the models are to bo

made

of thin birch or cedar

wood

the thickness to be about one fourth of an inch. I.

II.

III.

XIX. Glass

Fish-line winder.*

Key

XX.

label.*

XXI. Pointer.* XXII. Pvibbon holder.* XXIII. Picture frame (play

Sewing stand.*

IV. Thread paper.* V. Palette (play toy).*

VI. Cutting board.*

toy).*

XXIV.

VII. Darning-needle.*

XXV.

VIII. Bottle label.*

XXVI. XXVII.

IX. Clothes hanger (play toy).*

X. Plant

XXIX.

XXX.

toy).*

XII. Chopping board (play (play

toy).*

XIV. Shovel (play toyj.* XV. Leaf.* XVI. Flower stick.* XVII. Butter knife (play

Paper-cutter.*

Ladder.

Lace winder (used Leaf.*

(play

Bean-sling toy).*

XXXIII.

Crochet-needle.

XXXIV.

Knife-holder.

XXXV. Bread-board form of a

toy).*

XVIII. Baker's shovel (play toy).*

Flower-pot spade.* Flower-pot hoe.*

in knitting).*

XXXI. XXXII.

toy).*

*

Flower-pot foot.*

XXVIII. Penholder.*

label.*

XI. Stocking board (play

XIII. Potter's knife

stand.*

Clothes-pin.*

in

fish

(play toy).*

XXXVI. XXXVII.

Drawings of the starred models

will

Soldier (play toy). Castanets.*

be found on

pj).

227-2o4.

EVA RODHE'S MODEL SERIES

234

XXXVIII. Jack

XXXIX.

XLV. Key-rack. XLVI. Crocodile

in the box.*

Stand.*

XL. Egg-cup. XLI. Toothbrush

o p e n e hold-

XLIII. Desk

XLIX.

protector.

XLIV. Frame saw

(play

toy).

XLVII. Sledge (play XLVIII. Easel.*

er.

XLII. Ironing board.

(letter

r),

(play

L.

toy).

Roller-stand.*

Horse and

ride r

(play toy).

toy).

THE EVA RODHE MODELS. and XXVII. furnish an illusmethod of making all of the metl

Models No8.

II.

of the

tration ation

models of

this series.

Model No.

Key Label

A

j^iece

of

n.

of thin Birch or Cedar.

wood somewhat

larger

than

the

model is placed in the vise of the bench. By means of a spokeshave its rough sides are planed doAvn, and they are smoothed with a scraper. The teacher should draw a straight line close to one of the edges with rule. The child is to saw ^

oif close to this

smoothed with ^

Here, as in the

line. file.

" Nilils

The edge is now to be With try-square draw a " Series," the expression " sides

" edges," to the two narrow refers to the two broad surfaces surfaces " ends," to the two in which are the extremities of ;

;

the

fibers.

THE EVA RODUE MODELS line close to

225

one of the ends, straight across one

Saw out and file down to this Lay off' 7 cm., or 2f| in., along second line. the edge, and draw a line across one of the With compass lay off* a distance of 2 cm., sides. Saw out in., and describe a semicircle. or and file down. The hole is bored with brad-awl. Smooth with scraper and sand-paper. of the sides.

W

Model No. XXVII. Paper-cutter of thin Birch or Cedar.

Plane down with spokeshave as

A

model.

drawing of the model

in

is

previous

made with

and try-square. Saw close to the The cutting edge of the lines and file down. model is made with spokeshave, file, and scraper, working first on one side, and then on the other. The teacher should mark on the object how much is to be worked away. Smooth the model pencil,

rule,

with sand-paper.

Experience has five to

taught

us

that

children

of

nine years of age should not be permitted

to use the knife, as they are apt to cut themselves.

The

tools used

saw,

file,

in the

Eva Rodhe

Series are the

awl,

hammer, bit, spokeshave, scraper, bradmarking awl, compass, meter measure or

rule,

and try-square.

326

BVA BOBHE'S MODEL

It is best to

SEBlEti

allow the child to use the saw for

a few lessons before he begins the

models.

Very

little

making

of the

sand-paper should be used,

and that only where it is absolutely necessary. The tools are somewhat smaller than ordinary mechanics' tools, being made of such a size and weight as not to overtax child.

the

strength

of

the

THE EVA ROUHE M0DEL8 No.

1.

I L.:;,..

No.

2.

No.

227 4.

228

I<JVA

liOBHU'lS

MOUEL SERIES No. 10.

No. 9

No. IJ.

THE EVA RODHE MODELS No. 15.

No. 16.

No. IS.

[

f

T

T

239

No. 17.

330

EVA EO DEE'S MODEL SERIES No. 19.

No. 2S.

No. 24.

No. 21.

No. 22.

No. 25.

"it

•«-l->^l-x-l-*^l-^

THE EVA ROD HE MODELS Wo. 2G.

No. 27.

231

No. 28.

2'62

EVA RODHE'S MODEL SERIES No. 31.

No.

.•)•;

THE EVA RODHE MODELS No. 38.

—

233

EVA RODHE'S MODEL SERIES

-ZM

No. 48.

-u-^h-

CHAPTER

VI.

THE PROGRESS OF THE SLOYD IN THE MENTARY PUBLIC SCHOOLS. EXTENSION OF THE MOVEMENT

ELE-

EUROPE

IN

AND AMERICA.

IN

1870 the Sloyd was

first

taught in some of

Secretary primary schools of Sweden. of State Carlson, who at that time was also at the head of the ecclesiastical department, took a great interest" in this question, and in 1877 he

the

introduced a

bill

in

the

''

Rikstag

"

(Congress),

suggesting the adoption of a system of manual

work dom.

for all

As a

the schools throughout the

king-

direct consequence of his resolution,

there appeared on the lltli of September of that

year a royal mandate to the effect that to each school

where the

yearly stipend of paid.

Sloyd

had been

taught

a

75 kroner ($21.00) should be

This was intended to meet the expense

of the material to be used.^

At

this

time a grant

In Sweden, the avera,2;e cost for wood used by one eliild al»out 50 ore (14 cents) per year, the child working four hours a week and thirty-six weeks per year. In Stockholm, '

is

235

THE PROGRESS OF THE SLOYD

23G

of 1,500 kroner was paid each year to about 200

However, the number of schools in which the Sloyd was taught increased so rapidly that in 1889 1,278 schools were receiving a subschools.

vention.

1876 a private normal Sloyd school was

In

established in Karlstad,

ment

introduce

to

and

a proposition

laid

seminaries

the

Sloyd

in

this

of

''

Rikstag

the

jniblic

well

time, as

1880 (when the same question was moved

as in

by individual members), the the proposition, and it

the

all

At

teachers.

for

1877 the govern-

in

l)efore

was finally agreed public normal

three

it

"

Rikstag

" rejected

was not until 1887 that

to introduce

colleges

the

work

— Karlstad,

in

Lund,

and Hernosand.

The

"

Landsting

hallningssallskap

" (State

Assemblies), the Hus-

(Industrial

and Agricultural prominent private

and several persons had worked zealously for this purpose. The Board of Aldermen of Stockholm introduced Associations),

the

Sloyd

their

city

schools

in

187(3.

In

had been introduced on a small 1872, and five years later it was taught

Gothenburg, scale in

in it

in all the schools. tlie cliildren

work forty-one weeks, and seven and a half hours

per week, and

tlie

average cost

is

one kroner (28 cents).

THE MOVEMENT IN EUROPE AND AMERICA

At

first,

work consisted

the

in

training

a

to

regular educational

took

system

teaching the

In Stoclvholm,

elements of the various trades. the transition

place

237

in

1882,

manual and

in

Gothenburg in 1887. In Gefle, Norkoping, Linkoping, Malmo, and various other towns, the educational Sloyd was taught from the outset. In the

summer

of 1887

general meeting of

a

Swedish teachers was held in Gothenburg. versal satisfaction was expressed as to

of

this

The academical

work.

Upsala and

Lund have

offered

tlie

Uniresults

authorities their

at

students

do Sloyd work during certain

opportunities to

hours of each day.

At the Naas Sloyd Normal College, the method of instruction was originally worked Though the Sloyd is not a compulsory subout. ject, there are in Sweden nearly 1,500 schools out of a possible 3,800, which have introduced the teaching of the

" Naiis

was established in 1875, up 1,349 teachers (1,060 of

Since the Niias

System." to

September, 1890,

them being Swedes) have

taken longer or shorter courses there. In Nonvay, the

"

Storting

"

(Congress) of 1806

accepted the proposition of the government, and

decided to give to every public school in wliich

Sloyd was taught

tlie

sum

of 80

kroner.

The

THE PROGRESS OF THE SLOYD

288

Sloyd

taught in six public normal colleges, and

is

also at the " Fredrikshaldssloyd-forenings Arbeids-

kole

"

(Fredrickshall Sloyd Association

Working

The instruction in all of the schools is in wood Sloyd, and the pupils who have had at least two hundred hours' instruction, and have done the required amount of Avork, receive a School).

mention of this diplomas. According

special

fact in

their graduation

the

new Norwegian

to

compulsory for boys of the age of eleven and twelve years, and optional school law, the Sloyd

for

is

younger or older pupils. the statute of May, 1866, manual work was obligatory for the country schools, and

By made

oj^tional for

teachers' })resent

are

the city schools, of Finland.

seminaries,

being taught.

many

some manual work

In

all

is

at

In the public schools there

lady teachers, and special courses have

The Finnish Hushallningssallskap encourage this work b)^ giving yearly stipends and distributing models and

been arranged for them.

drawings.

Educational Sloyd mark.

is

of recent date in Den-

In the autumn of 1885 a Danish Sloyd

Union was formed, which assisted the establishment of a Teachers' Sloyd School in Copenhagen, and the introduction of this work into ten

THE MOVEMENT IN EUROPE AND AMERICA private high schools.

It is

339

generally in the high

In

schools that the Sloyd has been carried on.

1882 the

"

Kjobenhavn-Husflidsforening

Home

hagen

Industrial Society)

"

(Copen-

established "

large Sloyd school for the children of the

niuneskolerne

"

a

Koni-

(Public Schools).

In Germany, the

*'

Deutscher Verein

fiir

erzieh-

(German Association for Educational Manual Work for Boys), which counts among its members some of the most prominent men in Germany, has been very sucits propaganda in behalf of this cessful in especially so Avhen we take into movement, Knaben-handarbeit

lische

consideration the existed

"

conservatism that has always

among German

The govern-

teachers.

ments of Prussia, Saxony, and Alsace-Lorraine have given both moral and material support Sloyd schools have been organ-

to the system.

ized

in

a great

many

Government, which

cities,

yearly

and the

calls

a

the friends of Sloyd instruction, has

normal college

German

congress of

founded a

in Leipzig.

In southern Austria- Hungary and in Bohemia, the

movement

has progressed very rapidly.

The

Sloyd has been introduced as an elective subject in

the

W(^rk

elementary

schools.

dates back to 1870,

In

when

Hungary the

this

minister of

THE PROGRESS OF THE

340

issued an order that

}nihlic instruction

be given

tion

in

at

least

agriculture,

primary schools

gardening,

silk-cultivation,

twenty-four

in

})ulsory

and

teachers,

in

the

state

or

made com-

In 1881 manual training was

Sloyd.

instruc-

one of the following

subjects to all the boys of the viz.,

SLOYIJ

seminaries

Normal College

of

for

Buda

Pesth a three years' course was introduced.

In Russia, in the State Normal College of

St.

Petersburg and in several other teachers' semithat city, since

naries of

taught.

gressed

much

1884,

Sloyd has been

For lack of means, the work has probut has

In

slowly.

the

been done to further

system,

The

provinces,

Baltic

the

Swedish

^

governments of several of the cantons of Switzerland have, during the last seven years,

local

supported private

efforts

for

establishing

Sloyd courses for teachers.

commission of sevenfrom Jlahj was sent by the

About four years teen

gentlemen

Italian Minister of

the

various

and

more

ago, a

Public Instruction to study

manual training systems especially

Sloyd instruction. took a course of

the

Swedish

Each member Naiis,

sonallv directed a class

of Europe,

system

of

of this body and has since then perfor teachers at home.

THE MOVEMENT IN EUROPE AND A3IERIGA

241

The law of March 28, 1882, passed by the Chamber of Deputies and the Senate in France, made manual training compulsory in all normal At that as well as public elementary schools. time, the " Ecole normale speciale pour I'enseigne-

ment

du Seminary

manuel " (Special Teachers' Manual Training Instruction) was Though this institution has been

travail for

established.

abolished, the study of this subject in about

one hundred schools of Paris

prominent school the

is

is

tlie

Rue

'*

international meeting in

carried on tlie

most

Tournefort."

At

;

Havre, in 1885,

it

was stated that manual work was a necessary feature in every rational system of education.

The

officers of the

late liberal

government

of

Belgium had already begun to make arrangements to

introduce the Sloyd in normal and primary

schools, Avhen

through the election of 1884 they

were compelled to go out of

office.

The members

of the present clerical ministerial party expressed

which time the minister of public instruction stated that he had the greatest sympathy with the movement, and that the government would soon take active steps in the matter. As a result, courses for teachers were formed, all of wliich have been very largely attended. Two societies " Societe nationale du their views in 1887,

at

—

THE PROGRESS OF THE SLOYD

242

travail inanuel "

and

"

Le Sloyd

"

—have

worked

for its introduction in the public schools.

In England, a very active propaganda in favor

Sloyd has been

of the adoption of the Swedish

The most recent school laws are strongly in sympathy with the movement, and many school boards have made arrangements

going on.

A

for the introduction of the system.

teachers

—^"The

have studied

at Naiis.

groat

many

Several societies

Union of Sloyd Teachers Trained at Naas" and the "Sloyd Association" have been

—

organized

by those

interested

The new school law of in

its

Scotland

in is

the

matter.

even stronger

Sloyd clause than the English law.

American teachers have shown a deep interest Various systems in educational manual work. of

manual training have been introduced

school courses. cisco,

In

and other

New

in the

York, Boston, San Fran-

places, the

Swedish Sloyd has

been introduced in private institutions. Argentine Republic,

Chile,

and Uruguay have sent

rein'csentatives to Nails to study the Sloyd, with a

view to adopting

it

in their

primary

scliools.

The Government of Japan has the intention of introducing this work during the ensuing year. Holland, Spain, and Brazil have likewise taken active steps in this direction.

LIBRARY OF CONGRESS

011 856 767 5

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