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Preface THE Author of this book has invited me to write a short preface, doubtless, partly because I have taken the most active interest in the introduction of Manual Training into Public Elementary Schools as a necessary part of the school curriculum, and partly because I was the first to suggest the introduction of a modification of the Naas Slojd into the Woodwork-classes conducted under the joint auspices of the City and Guilds of London Institute and the School Board for London, in which classes the Author was a distinguished teacher. I gladly accept the invitation for two reasons. (1) I am anxious to acknowledge to the full our great indebtedness to the Swedish Slojd. In his introduction the Author points to certain defects in this system when measured by our special wants and changed conditions; but, nevertheless, the fact remains, that, without the Slojd, we should probably have taken some years to work out such a scheme as that so graphically portrayed in the following pages. (2) I want to emphasise the principle that the Manual Training of our Public Elementary Schools, whatever material may be used, must be a real educational process. The popular notions of Manual Training are very vague and varied; authorities even differ as to its significance. It is necessary, therefore, to lay down distinctly the scope and aims of this 'New Education.' Manual Instruction, especially when wood is the material used, may be nothing more than the development of mechanical skill in the use of tools; and, as such, it is understood by many of its advocates. But this is not what 'Educators' conceive Manual Training to be. The Manual Training of the school must be a training which places intellectual and moral results before mechanical skill. If I may venture on a definition, I should say that Manual Training is a special training of the senses of sight, touch, and muscular perception by means of various occupations; and it is a training of these faculties not so much for their own sake, though that is important, as it is for the training of the mind. While the eye is being trained to accuracy and the hand to dexterity and manipulative skill, the mind is being trained to observation, attention, comparison, reflection, and judgment. In other words, Manual Training is a development of the manual and visual activities of the child, having for its purpose to quicken and develop the mental powers of observation, attention, and accuracy; to cultivate the moral faculties of order and neatness, perseverance and self-reliance; to awaken and train the artistic faculties, and direct the child's instincts towards the beautiful and true; to satisfy and cultivate the child's instinct for activity, and excite pleasure in the acquisition of skill; to provide opportunity for the development and practice of the inventive and constructive faculties; and to afford scope for the imagination. Thus the main aim of Manual Training is Educational, to perfect our system of education, and so to raise the standard of practical intelligence throughout the community. At the same time some other advantages follow, which, if secondary, are important. For instance, the special training of hand and eye cannot fail to develop and stimulate those faculties upon whose activity success in life depends. The cultivated taste, the trained eye, and the skilled hand cannot fail to bring forth fruit in the home and in the workshop, and, in fact, in whatever position in life the child may be placed. Then, again, Manual Training confers a marked benefit on the school. It attracts and delights the children, because here they find food for the imperious need of activity inherent in .child nature. Manual Training lightens and brightens the work of the school, and introduces an element of attractiveness which must relieve school-life of some of the weariness and languor incidental to purely mental effort. One word more: the essence of Manual Training lies in the practice, and not in the production; in the doing, not in the tiling done; and any exercise is valuable only in proportion 10 the demand it makes upon the mind for intelligent, thoughtful work. GEORGE RICKS, B.Sc AUTHOR'S NOTE IN presenting this work to the public I wish to express my thanks to Sir PHILIP MAGNUS and to Mr. GEORGE KICKS, B.Sc., for the advice which these pioneers of Manual Instruction in England kindly gave me, and to the Joint Committee of the School Board for London, the City and Guilds of London Technical Institute, and the Worshipful Company of Drapers, for the scope allowed me for experimenting in their classes during the last four years; also to Mr. E. J. BROWN, of Oldridge Road Board School, to whom I am much indebted for the photographs of tool operations. The book, it is hoped, will be useful to teachers, and is intended to assist those preparing for the examinations of the City and Guilds of London Technical Institute. S. BAETEE. LONDON: April 1892. Contents CHAPTER I. INTRODUCTION CHAPTER II. DRAWING CHAPTER III. TIMBER & OTHER MATERIALS CHAPTER IV. TOOLS CHAPTER V. BENCH WORK EXERCISE I. Marking, sawing, and chiselling EXERCISE II. Variation of Exercise I., but more difficult EXERCISE III. Sawing with tenon saw, simple face and edge planing, planing to thickness and breadth EXERCISE IV. Planing, sawing with tenon saw, chamfering with plane and chisel, marking with thumb-gauge EXERCISE V. Face and edge planing, drawing with set-squares on wood, sawing with tenon saw, horizontal and vertical chiselling EXERCISE VI. Sawing, edge shooting, and boring EXERCISE VII. Simple parquetry, edge shooting, and use of smoothing plane EXERCISE VIII. The angle bridle, or open mortice and tenon joint EXERCISE IX. Lapped halving joint EXERCISE X. A shield EXERCISE XI. Dovetail halving EXERCISE XII. Stopped dovetail halving EXERCISE XIII. Wedged mortice and tenon joint EXERCISE XIV. Mitred angle bridle joint EXERCISE XV. Another form of mitred joint, showing square shoulders on the back EXERCISE XVI. Grooved and cross-tongued mitred joint EXERCISE XVII. Stopped, grooved, and cross-tongued mitre joint EXERCISE XVIII. Parquetry mat EXERCISE XIX. Box with grooved and tongued joints (across the grain] EXERCISE XX. Stop chamfering EXERCISE XXI. Gouging EXERCISE XXII. Shield, edge dovetailing EXERCISE XXIII. Framing made with another form of edge dovetailing MODEL I. Tooth-brush rack, sawing with hand and tenon saw, vertical chiselling, smoothing with plane, boring and screwing MODEL II. Soap box, sawing with hand and tenon saw, planing, horizontal and vertical paring, boring and nailing MODEL II. (a). An alternative and slightlij easier model than, the preceding MODEL II. (b). A letter or envelope case MODEL III. Hack for button-hooks, keys, etc., fresh tools used, trying and smoothing planes, bevel MODEL IV. A planing exercise MODEL V. Planing in the direction of the gram to a prismatic form MODEL VI. An elliptical mat MODEL VII. A letter rack, face and edge planing, boring and screwing MODEL VII. (a). Another form of letter rack MODEL VII. (b). Another form of hanging rack MODEL VIII. A lamp or vase stand MODEL IX. A bracket MODEL X. An Oxford picture frame MODEL XI. A towel roller MODEL XII. A newspaper rack MODEL XIII. Another form of hanging newspaper rack as an alternative to the preceding School pen tray Application of the mortice and tenon joint in making a mirror frame rebating MODEL XVI. Triangular framing carrying shelves MODEL XVII. An inlaid handled tray MODEL XVIII. Picture frame involving mitred angle bridle joint MODEL XIX. Standing picture frame MODEL XX. Inkwell with swinging lid MODEL XXI. Bracket (hanging') with chamfered edges MODEL XXII. Hat pegs (set of) MODEL XXIII. Inkstand MODEL XXIV. Pen rest MODEL XXV. Footstool, involving the haunched tenon joint MODEL XXVI. Framed bracket shelf MODEL XXVII. Box with common dovetailed joints MODEL XXVIII. Box (hanging) MODEL XXIX. Inlaid parquetry tray with common dovetailed joint MODEL XXX. Book rack made with the lapped dovetailed joint CHAPTER VI. WORKROOM AND ITS FITTINGS Complete equipment for a class of 20 boys . Cost of complete equipment
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