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PAPER AND CARDBOARD 
 CONSTRUCTION 
 
Copyright, 1911, by 
 G. F. Buxton and F. L. Curran 
 
PAPER AND CARDBOARD 
 CONSTRUCTION 
 
 GEORGE FRED BUXTON 
 
 DIRECTOR OF THE MANUAL TRAILING DEPARTMENT 
 
 BOOK PROBLEMS 
 
 BOX PROBLEMS 
 
 CARD PROBLEMS 
 
 ENVELOPE PROBLEMS 
 
 AN ANALYSIS OF THE SCOPE OF PAPER AND CARDBOARD 
 CONSTRUCTION FOR PRIMARY GRADES OF PUBLIC 
 SCHOOLS.-AN OUTLINE OF A COURSE WITH DIREC- 
 TIONS FOR MAKING THE PROBLEMS -INFORMATION 
 REGARDING COURSES, EQUIPMENT, SUPPLIES, 
 0ND METHODS OF HANDLING THE WORK,- 
 & BIBLIOGRAPHY OF THE SUBJECT 
 
 THE MENOMONIE PRESS 
 MENOMONIE, WISCONSIN 
 
 STOUT INSTITUTE. MENOMONIE, WISCONSIN 
 
 AND 
 FRED L. CURRAN 
 
 SUPERVISOR OF ELEMENTARY MANUAL TRAINING 
 AT STOUT INSTITUTE 
 

 FOREWORD 
 
 REALIZING that teachers of primary handwork need defi- 
 nite directions for handling paper and cardboard con- 
 struction in public school classes, with such supplementary infor- 
 mation regarding the selecting, ordering, and care of equipment 
 and supplies as shall be of immediate help in starting the work, 
 the authors have prepared the following outlines and notes in the 
 form of a hand book especially for their use. 
 
 It is also planned to be of service to supervisors of primary 
 handwork as a suggestion for the organization of a course of study 
 and as a collection of supplementary problems suitable for the 
 lower grades. The notes at the back of the book may be of 
 considerable value in saving time looking up minor details. Art 
 supervisors who handle paper and cardboard construction may 
 find the book problems suggestive as a basis for decorative and 
 illustrative treatment. 
 
 Problems have been selected which are suited to the grades 
 indicated and have been carefully tested out by grade teachers in 
 the Menomonie public schools for several years. The point of 
 view thruout the course has been that of an emphasis upon 
 the simple processes involved in typical uses of paper and card- 
 board in the industries, making such modifications as are required 
 to meet the abilities of young children, and to eliminate all 
 apparatus used in duplicate work. The attempt is made to in- 
 volve a rational sequence of difficulty in each kind of work 
 undertaken and to encourage careful work from the start. Al- 
 though the production of good pieces of work is made prominent 
 in the course, many teachers may choose to use certain of the 
 problems for illustrative purposes in connection with other sub- 
 jects. In any case the primary handwork should be so handled 
 that the entire school program will 'Decome unified for the benefit 
 of the pupil and not stereotyped for the benefit of a logical course. 
 
 CU202S42 
 
V 
 
 k 
 
 y 
 
 ANALYSIS OF CONTENTS 
 
 Introduction - - - page 9 
 
 Purpose of book is to arrange typical paper constructions 
 in sequence for class use, — there is an evident need for this 
 handy form, — simple paper cutting should accompany the 
 construction here outlined, — illustrative constructions not ap- 
 propriate to paper are omitted, — unusual shapes are not 
 recommended, — four kinds of work in paper are given for 
 each of the first four grades and classified by numbers, — extra 
 work is suggested for schools having time for it, — a standard 
 size of stock is to be used, — it is shown that the teacher must 
 make careful preparation before presenting anew problem. 
 
 II. Book problems - - page 12 
 
 Sequences are suggested but detailed directions may be 
 omitted, — books may be made as an aid to other studies, — 
 art teachers find many uses for small books, — problems here 
 are limited to 9"xl2 n stock, — an arrangement by grades is 
 suggested, — a definite arrangement of information is made 
 for each problem. 
 
 The following groups are given to show the scope 
 covered: 
 
 Folders: — two, three, and four fold; booklet folder 
 
 Portfolios: — single paper, paper with lap, cloth covered, 
 with cloth corners, note book covers 
 
 Paper files: — pocket and desk files 
 
 Pamphlets: — for notes, drawings, and mountings; glued, 
 tied, sewed, and with reinforced back 
 
 Bound books: — cloth covered, with cloth corners, 
 bound magazines, rebinding 
 

 PAPER AND CARDBOARD CONSTRUCTION 
 
 9 
 
 III. Box problems - - page 5 7 
 
 Box making as an industry is important, many uses of 
 boxes in schools suggest themselves, — devices for repeating 
 processes are omitted here, —box problems are arranged by 
 grades. 
 
 The following groups are given to show the scope 
 covered: 
 
 Open boxes: — tag board, bristol board; covers lapped, 
 reinforced corners, trays 
 
 Folding boxes: — tag board, bristol board; with laps, 
 with fitted fastenings 
 
 Covered boxes: — straw board, box board; reinforced 
 corners, lining, covering 
 
 Sliding box: — box board, fitting of box and case 
 
 IV. Card problems - - page 79 
 
 Card mounts furnish a good opportunity for a study of 
 color and design, — various illustrative materials may be 
 mounted for use, — card problems give good drill in measur- 
 ing and cutting to line, — a sequence of difficulty is shown 
 for all card problems. 
 
 The following groups are given to show the scope 
 covered: 
 
 Card mounts: — for drawings, and photos; folder pic- 
 ture mounts 
 
 Book marks: — simple outline, punched and cut with tab 
 Tag board work: — glass cover, postcards, shipping tag 
 
 V. Envelope problems - - page 96 
 
 Envelopes are thoroly suited to paper work, — a 
 variety of envelope problems may be introduced with profit 
 into the lower grades, — many uses are obvious, — an arrange- 
 ment is shown for each grade. 
 
 The following groups are given to show the scope 
 covered: 
 
 Mailing envelopes: — Square, medium, long 
 Filing envelopes: — paper envelope holder, pocket for 
 clippings, tag board filing envelopes 
 
 Envelope files: — fiat envelope file, book envelope file 
 Paper sacks: — flat and with folds 
 
ANALYSIS OF CONTENTS 7 
 
 VI. Planning of courses - - page 1 1 5 
 
 The book is planned to be suggestive for a variety 
 of systems and requirements — fundamentals in planning in- 
 clude the adjustment of problems to fulfill stated aims and 
 the suggestion of method, — the numbering system is ex- 
 plained. 
 
 Courses in primary handwork may be planned with 
 an emphasis upon sequence of processes, upon grouping of 
 types of construction, or upon the thought side of the sub- 
 ject, — the work may be considered from the standpoint of 
 the technical and art value of the subject itself or from that 
 of the whole elementary school course, — the analysis of the 
 course may center around the handling of the work in 
 classes or it may concern itself first with a study of child- 
 ren's interests. 
 
 Different arrangements by grades are suggested and 
 others may seem desirable in certain localities, — the first ar- 
 rangement provides for all of the book problems in a given 
 grade to be followed by all of the box problems, then the 
 card problems and envelope problems, — the second pro- 
 vides for a succession of one of each kind of problem, fol- 
 lowed by a succession of another of each kind, and then 
 another, for the sake of the interest which comes from va- 
 riety, — the third provides for a selection from each of the 
 groups arranged in order of diffculty for the entire scheme, — 
 the fourth provides for a study of one group more carefully 
 in either the third or fourth grade. 
 
 VII. Equipment and supplies - page 1 35 
 
 Simple equipment is needed in the class room but it 
 should be properly cared for, — a good stock room equip- 
 ment for the supervisor makes for efficiency, — several kinds 
 of paper and cardboard are desirable, — a table for ordering 
 paper, gives materials, kinds, sizes, costs, and quantities, — 
 other supplies are easily obtained, — kinds of supply houses 
 are indicated for reference, — a second table arranged by 
 grades gives the kind and amount of stock required for 
 each problem. 
 
» PAPER AND CARDBOARD CONSTRUCTION 
 
 VIII. Hints to teachers and supervisors page 1 5 2 
 
 Careful preparation requires that a teacher shall analyze 
 a problem thoroly before teaching it, — the proper care of 
 equipment and supplies requires that things shall be instantly 
 available, properly counted, and in usable condition, — good 
 teaching requires that materials shall be distributed quickly 
 and without confusion, that directions and other informa- 
 tion shall be given in a clear, pointed, and interesting way, — 
 good management requires that pupils shall be kept con- 
 stantly busy at understood problems, that work shall be 
 collected and cared for systematically, and that all details 
 shall be made to fit into a complete scheme in the mind of 
 the teacher. 
 
 A supervisor must find suitable occassion for getting 
 necessary directions before teachers, — he must see that 
 supplies are ordered, prepared, and delivered to schools on 
 time, — he must visit classes and in other ways test the 
 character of the work of teachers, — he must find some way 
 to train such teachers as are not handling the subject success- 
 fully, — he may arrange for exhibitions of school work, — he 
 will constantly study the various aspects of his specialty and 
 make it of more value to his community. 
 
 IX. Bibliography - - page 158 
 
 A list of books and magazine references is given for 
 the benefit of students and of public school officers and 
 teachers. 
 
 X. Index - - page 163 
 
 A complete index is given to make it possible to refer in- 
 stantly to each particular problem, and each topic discussed. 
 
 Appendix 
 
 Specimens of twenty-four papers suitable for primary 
 construction are mounted and described. They include: 
 cover papers, print and book papers, bond and flat writing 
 papers, marble and glazed papers, wrapping, blotting and 
 gummed papers. 
 
INTRODUCTION 
 
 I 
 
 INTRODUCTION 
 
 BOOKS on paper and cardboard work for public schools 
 have appeared from time to time and are in many cases 
 serving a good purpose. There still remains, however, one 
 field which does not seem to be adequately handled and to 
 which this book attempts to make contribution. That is: — 
 a course in cutting, measuring, folding, pasting, gluing, sew- 
 ing, punching, tying, and decorating a variety of paper ma- 
 terials, with a definitely organized series of problems in the 
 making of books, boxes, card mounts, and envelopes. The 
 problems selected are only of these four kinds, because these 
 seem to be the most thoroly suited to the materials from 
 the worker's standpoint and because they furnish so rich an 
 opportunity for varied manipulations, and such an attractive 
 basis for applied design in the lower grades. 
 
 It is believed that in presenting this arrangement of 
 material in handy form, many teachers and supervisors will 
 find some of the help they have been looking for, and it has 
 already become evident that those who have attended Stout 
 Institute desire such a grouping as is here given. In fact, 
 the principal reason for the preparation of this printed course 
 is the constant demand for the less adequate blue prints 
 which have been issued at Stout Institute. 
 
 Problems in simple paper cutting have been omitted 
 from the outlines for the reason that no construction is in- 
 volved and no measurements required. It is not to be in- 
 ferred, however, that this work is not recommended, but it is 
 not made a subject by itself. Paper cutting from pose and 
 from memory, and the cutting of designs are recommended as 
 supplementary work and provision may be made for mount- 
 
10 PAPER AND CARDBOARD CONSTRUCTION 
 
 ing them upon the card mounts or in some of the book 
 problems. They are especially to be recommended at the 
 beginning of the first grade. 
 
 Paper furniture and houses and other problems used 
 in an illustrative manner in connection with other subjects 
 are not considered a part of the present subject and not a 
 part of the primary handwork which leads to forms of man- 
 ual training in the upper grades. It is believed that most 
 schools will find the problems which are more typical of the 
 material, to be of more value as pieces of construction. 
 
 Unusual shapes, saw toothed edges, highly colored 
 floral decorations, inappropriate types of construction, over 
 complex forms and other eccentricities should be avoided 
 everywhere, but especially with young children. These 
 have been carefully excluded from this outline. 
 
 While the problems are listed on the following pages as 
 book problems, box problems, card problems, and envelope 
 problems, it is not to be understood that they should be 
 taken in this order and all of the book problems finished be- 
 fore taking up the box problems. Each class of problems 
 is planned for all four grades and distinguished by three 
 numbers representing: — The grade; the class of work; and 
 the relative place in the grade for that class of work. (32 1 
 covered small box, — is thus in the 3rd grade; it belongs to the 
 box problem group, — "2"; and it is the 1st box problem in 
 the third grade.) This is more fully explained in chapter 
 VI under "Planning of Courses," page 1 1 7. 
 
 Rather more problems have been suggested than most 
 schools can complete within the time usually allotted to the 
 subject. This provides for considerable choice on the part 
 of the teachers. Many options are also recommended in 
 the foot notes. 
 
 As explained in chapter VII under "Equipment and 
 
INTRODUCTION 
 
 Supplies," the exercises are planned to use 9"x 1 2" stock. 
 This is frequently to be cut into two pieces 6"x9", and oc- 
 casionally cut to other sizes. In case there is no provision 
 for cutting a quantity of stock, the pupil may be given 9"x 1 2" 
 stock for everything and be required to save the unused 
 pieces for later work. This use of uniform sizes will be 
 found of considerable convenience in the class room. 
 
 Before presenting the work to the classes, the teacher 
 should first, make the problem; second, consider carefully the 
 various steps in the processes of construction; and third, 
 be very definite and clear with directions. The pupil's 
 best effort should be required at all times and his standard 
 of good work constantly raised. A number of hints for 
 the teacher are given in chapter VIII, but most important of 
 all is the necessity that the teacher shall know the subject 
 thoroughly. The directions given for each problem are no 
 substitute for careful preparation, if success is to be assured. 
 
 Six kinds of lines are given on page 1 5 to illustrate 
 their use in connection with the directions for each problem 
 suggested. 
 
12 PAPER AND CARDBOARD CONSTRUCTION 
 
 II 
 
 BOOK PROBLEMS 
 
 PROBLEMS in the making of folders, small pamphlets, 
 portfolios and bound books are described on the following 
 pages and arranged in a sequence representing work of in- 
 creasing difficulty for each of the first four grades of public 
 schools. The first figure of each problem number indicates 
 the grade in school as suggested on page 1 of the introduction. 
 The sequence is more noticeable in some places than in others, 
 but in general it will be found that the work meets well the 
 abilities of the children. It is within the range of successful 
 handling and yet requires a real concentration of effort thru- 
 out the course. While sequences and definite steps are given 
 emphasis, it will be found possible to vary considerably from 
 the outline, and many supervisors will want to do this. It 
 may seem best in teaching, not to give such detailed inform- 
 ation to the children, but to assign a problem and allow 
 the children to find out for themselves how to make it. 
 Even here, however, the teacher must have in mind a de- 
 finite line of processes in order to properly describe each 
 problem and to be of help to each child, and the steps sug- 
 gested will be found at least typical. 
 
 While the idea back of the choice of book problems has 
 been the manipulation of material for the training of hand 
 and eye and for an acquaintance with basic processes in the 
 making of books by hand, there is no limit to the use which 
 may be made of the articles made in correlation with other 
 school subjects. Many uses of booklets for gathering notes 
 and illustrative material will occur to the teacher. Where 
 the making of books is incidental to the using of them, the 
 outlines will only be used as hints. It is believed that the 
 
BOOK PROBLEMS 13 
 
 book problems will furnish to many teachers the directions 
 they have been wanting in handy form for the natural cor- 
 relations between construction and other school subjects. 
 
 An especially valuable feature of the book problem is 
 the opportunity it furnishes for the mounting of illustrations 
 cut from old magazines, and of free cuttings; and much may 
 be made of the use of books for drawings and designs, either 
 made directly in the book or cut and mounted. Cover de- 
 signs offer another attractive field for crayon and water color 
 as well as for pencil and pen and ink work. In some 
 cases it is possible to have the children make fairly attractive 
 lettering upon the covers. In all cases the choice of pro- 
 portions in the making of booklets is important and may be 
 an attractive field for the art teacher. In the books suggest- 
 ed, the limitations due to size of stock should be obvious, 
 as a standard size of 9"x 1 2" for all problems has been selected. 
 Books of larger size can be made only if extra paper not 
 cut from the full stock sheet be supplied. A list of some of the 
 full sizes of paper is given in chapter VII, which will be 
 found convenient for reference. If larger sheets than the 
 9"x12" be used, the binder's typical methods of folding may 
 be employed and one sheet folded so as to make eight or 
 sixteen pages of fair size. It will be noted also that if funds 
 permit, some of the higher grades of paper may be used and 
 better products obtained. If a printing press be available, 
 very pleasing announcement folders and booklets for special 
 occasions may be made and the use of type in page design 
 be illustrated. Printing is especially desirable in upper grades 
 and in high school classes but it does not come within the 
 scope of this book. 
 
 The arrangement of book problems by grades is 
 given on the following page to enable the teacher to deter- 
 mine at a glance the place of a particular piece of work in 
 the series of book problems. 
 
14 PAPER AND CARDBOARD CONSTRUCTION 
 
 First Grade 
 
 I 1 1 Mounting folders (Rough cover paper) 
 
 1 12 Booklet folder (Rough cover paper, — book paper) 
 
 1 13 Pocket note books (Rough cover paper,— print paper) 
 
 1 1 4 Book of color schemes (Colored and gray rough cover paper) 
 
 1 1 5 Drawing book (Cover paper, — book paper) 
 
 1 16 Laundry list (Manilla paper) 
 
 Second Grade 
 
 2 1 1 Paper portfolio (Cover paper or press board, — stay tape) 
 
 212 Paper portfolio with laps (Heavy cover paper,— stay tape) 
 
 2 1 3 Book of designs (Cover paper and book paper) 
 
 2 1 4 Weather record (Book paper) 
 
 215 Receipt book (Cover paper, — bond paper, — binders' cloth) 
 
 216 Note book (Cover paper, — manilla paper) 
 
 2 1 7 Paged blank book (Cover paper, — book paper) 
 
 Third Grade 
 
 3 1 1 Scrap book (Colored and gray cover paper) 
 
 312 Sewed pamphlet (Cover paper, — book paper) 
 
 3 1 3 Pamphlet with reinforced back (Cover paper, — book paper, — 
 binders' cloth) 
 
 314 Cloth covered portfolio (Straw board, — binders' cloth, — mar- 
 ble paper) 
 
 3 1 5 Glued booklet (Cover paper, — book paper) 
 
 3 1 6 Cloth bound book (Cloth board, — binders' cloth, — cover paper) 
 
 Fourth Grade 
 
 41 1 Pocket paper file (Manilla tag board) 
 
 412 Desk paper file (Heavy tag board) 
 
 413 Note book covers (Straw board, — binders' cloth, — cover paper, 
 marble paper) 
 
 414 Portfolio with cloth corners (Cloth board, — binders' cloth, — 
 cover paper, — marble paper) 
 
 415 Bound scrap book (Strawboard, — binders' cloth, — colored and 
 gray cover papers. 
 
 416 Bound drawings (Heavy cover paper) 
 
 4 1 7 Rebound book or bound magazines (Material depends upon 
 problem) 
 
BOOK PROBLEMS 15 
 
 It is to be understood from this list that other problems 
 such as boxes, envelopes, and card mounts, are given in each 
 grade following the book problems. 
 
 For the outlines as given in the following pages the ar- 
 rangement of information is indicated below: 
 
 (I) Number and name of problem 
 
 This is fully explained in chapter VI 
 
 (II) Material and equipment needed by each pupil 
 
 In some cases the equipment is passed from pupil to 
 pupil, thus requiring fewer tools 
 
 (III) Working drawing 
 
 See drafting conventions illustrated below 
 
 (IV) Directions for making the problem 
 
 Arranged for presentation to classes 
 
 (V) Notes 
 
 Supplementary suggestions and explanations 
 
 visible eoae 
 
 
 
 IN vis iau£ COGE 
 
 ex re/vs/oM 
 
 f 
 
 h- — 
 
 CO/SI&T/tt/CT/ON 
 
 fOLOI/sl G 
 
 fi/Mt/va 1 0*1 
 
 DRAFTING CONVENTIONS USED THRUOUT THE BOOK 
 
 The above drawing is given to explain the meaning of 
 the different lines used on the following pages. Lines re- 
 presenting visible outlines of the finished problem or of the 
 successive steps involved are drawn heavy and continuous. 
 Fold lines are made light and continuous. Edges hidden 
 by other material are represented by long, light dashes. 
 Construction lines are used as a help in laying out a piece 
 of work, but they form no necessary part of the finished 
 work; they are composed of short dashes with longer spaces. 
 Extensions and dimensions are used in indicating sizes. 
 Where used, these read from the bottom and right side. 
 
16 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 111. 
 
 Mounting Folders 
 
 3 pieces Rough gray cover paper, 6 n x9 n 
 3 pieces White book paper, 6 n x9" 
 Paste 
 Scissors 
 
 COVER STOCK-6 ,l x9" F0LDED-4^"x6" 
 
 DIRECTIONS FOR TWO-FOLD 
 
 a. Fold upper left corner to upper right corner and 
 
 crease 
 
 b. Cut from white paper several representations of 
 
 common objects, of flowers, leaves, trees, tools, 
 workmen at typical occupations, or children at 
 play 
 
 These may be cut from memory or direct observation 
 
 c. Select the best group of cuttings and paste in folder 
 
 COVER STOCK-6"x9" FOLDED-3«x6» 
 
 DIRECTIONS FOR THREE-FOLD 
 
 a. Fold upper right corner two-thirds distance across 
 
 top, judging distance with the eye 
 
 b. Fold upper left corner to crease 
 
 c. Cut and paste representations as in first folder 
 
BOOK PROBLEMS 
 
 17 
 
 COVER STOCK-6 "x9 ■ FOLDED-2%"x6 ■ 
 
 DIRECTIONS FOR FOUR-FOLD 
 
 a. Fold upper right comer to upper left corner 
 
 b. Fold these two corners to center crease 
 
 c. Cut and paste as before 
 NOTE 
 
 In each of these folders, it may seem desirable to paste 
 magazine illustrations or other clippings in place of the cut- 
 tings indicated, or other uses may suggest themselves to 
 the teacher. Careful folding and clean pasting should be 
 expected. 
 112. Booklet Folder 
 
 1 piece of Rough gray cover paper, 6 n x9 n 
 
 1 piece White book paper, 6 n x9" 
 
 Paste or glue 
 
 Soft or medium pencil 
 
 BOOK OPEN-SHOWING TORN EDGES BOOK CL0SED-4K"x6" 
 
 DIRECTIONS 
 
 a. Tear from M" to /£" from two adjacent edges of 
 
 the white paper, without measuring 
 
 b. Fold upper left corner of white paper to upper right 
 
 comer 
 
18 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 113 
 
 c. Fold upper left corner of cover paper to upper 
 
 right corner 
 
 d. Run a little paste or glue along back of crease 
 
 of white paper and press it inside of cover paper 
 
 e. Allow to dry and use for sketching plants or animals 
 
 or children, or for copying photographs 
 
 Pocket Note Books 
 
 3 pieces Rough cover paper, 6 H x9 n 
 
 6 pieces Print paper, 9 n x12" 
 
 1 yard Coarse linen thread 
 
 Large needle, letter opener or kitchen knife 
 
 SECOND STEP IN SEWING 
 
 PRINT PAPER-9"xJ2" 
 SHOWING FOLDS FOR 4T0 BOOK 
 
 I 
 
 i 
 i 
 I 
 
 v 
 
 THIRD STEP IN SEWING 
 
 FIRST STEP IN SEWING 
 
 FINISHED N0TEB00K-4^"x6' 
 
BOOK PROBLEMS 
 
 19 
 
 DIRECTIONS FOR QUARTO BOOK 
 
 a. Fold one piece print paper lower left corner to upper 
 
 left corner 
 
 b. Fold upper left corner to upper right corner 
 
 c. Fold second piece of print paper in the same way 
 
 and insert into first piece 
 
 d. Fold cover paper left to right and insert folded print 
 
 paper 
 
 e. Sew down thru center of book, up near one end, 
 
 down thru center again, up near opposite end, 
 and tie square knot near the center 
 
 f. Tear leaves apart with letter opener, kitchen knife, 
 
 or back of scissors 
 
 INSIDE OF 12 PAGE BOOK 
 FOLDED AND SEWED 
 
 PRINT PAPER FOLDED 
 FOR 12 PAGES 
 
 ABOUT 3" FOLDED 
 AND TORN OFF 
 
 FINISHED BOOK 
 ABOUT 3"x4" 
 
 DIRECTIONS FOR 12 PAGE BOOK 
 
 a. Fold one piece print paper lower left corner about 
 
 two-thirds distance to upper left corner 
 
 b. Fold upper left corner to this crease and open 
 
 paper flat 
 
 c. Fold upper right corner about two-thirds distance 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 to upper left corner, make sharp crease, open, and 
 tear off smaller piece 
 
 d. Refold larger piece and then fold left to right 
 
 e. Make a second piece like this and insert 
 
 f. Cut cover paper a little larger than open book, fold 
 
 left to right, and sew print paper-inside same as 
 in 4to book 
 
 g. Tear leaves apart as before 
 
 < 
 
 PRINT PAPER 9"xl2" SHOWING 
 FOLDS FOR 8vo BOOK 
 
 INSIDE OF 
 8vo BOOK 
 
 OUTSIDE OF 
 BOOK 2M n x6' 
 
 DIRECTIONS FOR OCTAVO BOOK- 16 PAGES 
 
 a. Fold print paper right to left 
 
 b. Fold bottom to top 
 
 c. Fold left to right 
 
 d. Place one or two of these pieces in cover pre- 
 
 viously cut a little larger than open book 
 
 e. Sew and tie as before 
 
 f. Tear leaves apart 
 
 NOTE 
 
 These note books may be used for writing practice, or 
 for sketching, or for such purposes as seem desirable to 
 the teacher in connection with any other subject. 
 
BOOK PROBLEMS 
 
 21 
 
 114. 
 
 Book of Color Schemes 
 
 1 piece Colored rough cover paper 6 n x9" 
 
 2 pieces Gray cover paper 6"x9 n 
 
 1 4" Coarse linen thread or binders' thread 
 Large needle 
 
 TYPICAL PAGES OF MOUNTED COLORS 
 DIRECTIONS 
 
 a. Fold gray paper inside of colored paper 
 
 b. Sew and tie as in number 113. If more space is 
 
 wanted between pages, extra pieces of gray cover 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 paper 1 n x6 n may be folded and sewed into the 
 book, as shown at A 
 
 c. Mount rectangles of colored papers upon each in- 
 side page, so as to show good color schemes, 
 keeping in mind both quality and quantity of each 
 
 NOTE 
 
 Samples of fabrics or of different kinds of papers may 
 be mounted in place of color schemes. The following 
 arrangement is suggested for mounting paper samples: 
 
 an 
 
 PD 
 
 □□ 
 
 c 
 
 a 
 a 
 
 □□ 
 □□ 
 
 no 
 
 o.-A 
 Print 
 
 Bona' 
 
 
 
 e/otn v 
 
 B 
 
 Bntt./ 
 
 
 
 
 SMn'OJ* 
 
 PAGES OF MOUNTED PAPER SAMPLES 
 
 115. Drawing Book 
 
 1 piece Gray cover paper 4/£ n xl2" 
 
 2 pieces White book paper 9 n xl2 n 
 15" Coarse linen thread 
 
 Large needle, pencil 
 
BOOK PROBLEMS 
 
 BOOK PAPER 9"xl2' 
 
 BOOK OPEN 4y 2 "xl2" BOOK CLOSED 
 
 DIRECTIONS 
 
 a. Fold book paper bottom to top, having length of 
 
 paper horizontal 
 
 b. Fold left to right 
 
 c. Fold cover paper left to right 
 
 d. Place book paper inside of cover paper 
 
 e. Sew and tie as in number 1 1 3 
 NOTE 
 
 Use for drawings: — flowers, grasses, fruits, vegetables, 
 or small objects. 
 
 116. Laundry List 
 
 2 pieces Manilla paper 9 n xl2" 
 
 8" Silk cord 
 
 1 Eyelet 
 
 Eyelet punch, letter opener, pencil 
 
24 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 MANILLA PAPER 9"* 12' 
 
 FINISHED LIST 
 
 DIRECTIONS 
 
 a. Fold 2 pieces manilla paper right edge two-thirds 
 
 distance to left edge 
 
 b. Fold left edge to crease 
 
 c. Fold top to bottom 
 
 d. Fasten eyelet near center of top 
 
 e. Tie loop of cord thru eyelet for hanging 
 
 f. Tear leaves apart with letter opener 
 
 g. Write "Laundry List" upon outside 
 
 NOTE 
 
 Use to record articles sent to the laundry so as to check 
 up proper return. Other uses than as Laundry List may be 
 suggested and the name changed accordingly. 
 
 211. Paper Portfolio 
 
 1 piece Cover paper or press board 6"x9 n 
 1 piece Stay tape 9" long 
 Scissors, pencil, rule 
 
BOOK PROBLEMS 
 
 25 
 
 COVER PAPER--6 n x8 n TAPE ON BACK OF FRONT COVER 
 
 CUT FROM 6"x9 n PORTFOLIO 3"x8" 
 
 DIRECTIONS 
 
 a. Lay out cover paper 6 ,, x8", and cut to size 
 
 Measure from lower corner and mark each edge of paper, 
 connect marks, cut to line. 
 
 b. Fold left to right 
 
 c. Stick stay tape over fold and cut ends even with 
 
 top and bottom of portfolio 
 NOTE 
 
 This may be used for carrying folded letter paper, or 
 clippings, or school work. It is a convenient size for the 
 pocket. By making the folder from 9" square stock, it will 
 be 4^"x9", suitable for carrying a large variety of folded 
 papers. It may seem desirable to make both sizes. 
 
 212. Paper Portfolio with Laps 
 
 1 piece Heavy cover paper 9"x 1 2" 
 1 piece Stay tape 1 9" long 
 Rule, pencil, scissors 
 
 — 4 
 
 Y 
 
 / \ 
 
 INSIDE OF PORTFOLIO 
 
 TAPE SHOWN ON BACK 
 
26 PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 a. Lay out three 4 inch measurements across top and 
 
 bottom of 9"x 1 2" cover paper, and connect these 
 with straight lines 
 
 b. Set off 1 inch measurements from each corner, and 
 
 connect across corners as shown in drawing 
 
 c. Cut off corners 
 
 d. Fold right edge nearly to first line 
 
 e. Fold left edge nearly to this crease 
 
 f. Unfold and stick pieces of stay tape over creases 
 
 along the back of portfolio 
 NOTE 
 
 This is to be used for the same purpose as number 
 2 1 1 but has the advantage that it holds papers more 
 securely. 
 
 213. Book of Designs 
 
 3 pieces Gray cover paper 6"x9 n 
 
 1 piece White book paper 9"x12" 
 
 1 8" Coarse linen thread 
 
 Paste 
 
 Scissors, rule, pencil, needle 
 
 DESIGN 
 
 COVER PAPER 6"x9' 
 LAID OUT 6"x8 B 
 
 INSIDE OF BOOK 
 READY TO TIE 
 
 COVER OF 
 BOOK~3"x8' 
 
BOOK PROBLEMS 
 
 27 
 
 DIRECTIONS 
 
 a. Lay out each piece of cover paper 8 inches up 
 
 from bottom edge and cut to 6 n x8" 
 
 b. Fold left to right and place two pieces inside of 
 
 third, which will serve as cover 
 
 c. Sew down a little distance below center, up a little 
 
 distance above center, down near top, up thru 
 second hole, down thru first hole, up near bottom 
 
 d. Tie square knot at first hole 
 NOTE 
 
 Cut units of design suitable for borders or "all over" 
 repeat patterns from white paper and paste in the book when 
 complete. Front cover of book may have a small unit of 
 design mounted just above the center, or pupil may print 
 DESIGN on the cover, or a printed label may be fastened 
 on with paste. 
 
 214. Weather Record 
 
 2 pieces India tint book paper 6"x9 n 
 1 piece Black plain cover paper 3"x6 n 
 1 piece Dark blue cover paper 3"x6" 
 1 piece White book paper 3 n x6" 
 Paste 
 Scissors, needle 
 
 BOOK PAPER 6"x9' 
 
 BOOK OPEN 
 
 M 
 
 T 
 
 W 
 
 T 
 
 F 
 
 5 
 
 INSIDE PAGE 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 
 a. Fold bottom to top 
 
 HP 
 
 b. Fold left to right 
 
 c. Sew as in number 1 1 3 
 
 d. Cut standard weather flags from blue 
 
 and black plain cover paper, and 
 
 COVER 
 
 from white book paper 
 
 
 e. Paste one of each kind of flag upon front cover of 
 book 
 NOTE 
 
 Save the extra flags for inside of book to indicate the 
 weather for any given week or more. The proper flag for 
 a day may be pasted in its proper square in the afternoon. 
 Government flags are displayed from 1 0:00 a. m. until sun- 
 set, to indicate the weather for the following day. The 
 weather signals are as follows: 
 
 White flag — clear and fair weather 
 
 Blue flag — rain or snow 
 
 Black triangular flag — temperature signal, indicating 
 rising temperature when placed above another 
 flag, and falling temperature when placed below 
 
 White and blue striped flag — local showers 
 
 White flag with black square center — cold wave 
 
 215. Receipt Book 
 
 1 piece Cover paper 6 n x9" 
 
 2 pieces Bond paper 9"xl2 n 
 1 piece Binders' cloth 1 "x9 n 
 1 5" Silk floss 
 
 Scissors, needle, pencil 
 
BOOK PROBLEMS 
 
 29 
 
 COVER PAPER 
 
 PAPER IN COVER 
 
 BACK OF COVER 
 
 BONDPAPER--9"xl2" 
 DIRECTIONS 
 
 a. Fold bond paper right to left, 
 
 bottom to top, left to right 
 
 b. Lay out and cut cover 5"x6/£ n 
 
 c. Fold cover left to right 
 
 d. Sew bond paper into cover, one section inside of 
 
 the other 
 
 e. Cut strip of binders' cloth 1 "x6M n and glue on 
 
 back of book to cover sewing 
 
 f. Letter the front cover COOKING RECEIPTS 
 
 NOTE 
 
 Stay tape may be used in place of the binders' cloth 
 but it is a bit more clumsy. A more useful book may 
 be made if three or four sheets of paper are used, making 
 48 or 64 pages 
 
30 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 216. Note Book 
 
 1 piece Cover paper 6 n x9 n 
 
 2 pieces Manilla paper 9"xl2 n 
 24" Linen thread 
 
 Glue 
 
 Scissors, needle, pencil 
 
 
 MANILLA PAPER«9"xl2" 
 
 ^ 
 
 COVER PAPER-5 , x6K t 
 
 STEPS IN SEWING TWO "SECTIONS" 
 DIRECTIONS 
 
 a. Fold manilla paper right to left, bottom to top, left 
 
 to right 
 
 b. Lay out and cut cover 5 n x6M n , and fold as shown 
 
BOOK PROBLEMS 
 
 31 
 
 c. Sew the two sections of the book together starting 
 
 above the center of one section, and following 
 steps shown in cut, fastening ends with square knot 
 
 d. Spread glue along inside crease of cover, one-half 
 
 inch wide 
 
 e. Press book into cover 
 
 f. Write or print NOTES upon front cover 
 NOTE 
 
 This is the first problem involving the sewing of sec- 
 tions together in book binding. The process has been sim- 
 plified to the easiest steps possible. Problems following this 
 have also been modified to suit conditions of the usual class 
 room without extensive equipment. 
 
 217. Paged Blank Books 
 
 OCTAVO SIZE 
 
 1 piece White book paper 9"xl2" 
 1 piece Heavy cover paper 6"x9" 
 15" Thread " 
 Needle, scissors, pencil 
 
 
 0) 
 
 tr 
 
 N." 
 
 * 
 
 $ 
 
 
 <5» 
 
 N 
 
 <0 
 
 * 
 
 Si 
 
 gS 
 
 »> 
 
 S; 
 
 „ a, umoer 
 
 x 
 
 FRONT OF SHEET 
 
 BACK OF SHEET 
 
32 PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 a. Letter sheet, — A, B, C, D, as indicated in drawing 
 
 b. Place sheet in position so that A B will be at top 
 
 of paper and C D at the bottom 
 
 c. Fold right to left 
 
 d. Fold bottom to top 
 
 e. Fold left to right 
 
 f. Open sheet and place in original position, — A B 
 
 at the top 
 
 g. Place numbers for pages on front of sheet as indi- 
 
 cated in the drawing 
 h. Turn sheet over so that D is under upper left hand 
 
 corner and write numbers as indicated in second 
 
 drawing 
 i. Fold sheet again in the same way that it was first 
 
 folded 
 j. Cut cover 5"x 6K" and fold 
 k. Insert folded sheet in cover, sew, and tie 
 1. Tear leaves with paper knife or back of scissors 
 NOTE 
 
 Sheet must be folded the same in "i" as it was folded 
 la "c," "d," "e," or the paging will not be correct 
 
 DUODECIMO SIZE BLANK BOOK 
 
 1 piece Heavy cover paper 6"x9" 
 1 piece White book paper 9"xl2" 
 1 5" Thread 
 Needle, scissors, pencil 
 
BOOK PROBLEMS 
 
 *» 
 
 a 
 
 
 
 N 
 
 
 ■ft 
 
 <M 
 
 ^ 
 
 10 
 
 ^ 
 
 
 B * 
 
 N 
 
 * 
 
 5? 
 
 * 
 
 s 
 
 
 $i 
 
 
 
 * 
 
 ! 
 
 FRONT OF SHEET 
 
 BACK OF SHEET 
 
 DIRECTIONS 
 
 a. Place paper on desk with A B at bottom 
 
 b. Fold bottom edge up two-thirds distance to top 
 
 c. Fold top edge down to fold 
 
 d. Fold right edge to left edge 
 
 e. Fold bottom to top 
 
 f. Unfold sheet and place in such a position that A is 
 
 in the upper left hand comer, and B in the lower 
 left hand corner 
 
 g. Number pages as indicated in drawing 
 
 h. Reverse sheet so that B will be under the upper left 
 hand corner and A under the lower left hand 
 comer 
 i. Number pages on back of sheet as indicated in 
 
 drawing 
 j. Refold sheet in same manner as it was first folded 
 k. Cut cover 4^"x5" and fold 
 1. Insert folded sheet in cover and sew as before 
 NOTE 
 
 These problems furnish opportunity for the teacher to 
 explain to the pupils how a book is printed, folded, sewed, 
 trimmed, and bound. Booklets with 16, 18, 32, 36, or 48 
 pages may be worked out as supplementary problems. The 
 printer usually prefers to fold into 8, 1 6, or 32 pages in order 
 
34 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 that the folding may be done from edge to edge. Some of 
 the other foldings and pagings are given below. The stock 
 for each book is 9 n x12" and a cover is planned to allow 
 M" projection. 
 
 *y^yy*fr$ £- 
 
 L*Cl 
 
 ■/r'U~#i- 
 
 s> 
 
 ?' 
 
 <? 
 
 9 
 
 * 
 
 /d 
 
 '6 
 
 1 
 
 A section of 1 6 
 pages may be made 
 by folding R to L, 
 T to B, M to C. 
 
 The illustration 
 shows the paging 
 on both sides of 
 the sheet. 
 
 At the left is 
 shown a single 
 page and the open 
 book in its cover. 
 
 SECTION OF 16 PAGES 
 
 L 
 
 r?3- 
 
 T 
 
 C 
 
 TT" 
 
 J /? 
 
 J 
 
 i 
 
 f 
 
 / 
 
 # 
 
 €' 
 
 9 
 
 /o 
 
 IS 
 
 /■f 
 
 // 
 
 1 
 
 > 
 
 
 
 
 
 
 a 
 
 
 
 1 
 
 afia 
 
 b«r"4^fj 
 
 
 U^sJ 
 
 -* <y — ~i 
 
 1 
 
 * 
 
 at 
 
 £4 
 
 1 
 
 sr 
 
 or 
 
 4> 
 
 9 
 
 4* 
 
 13 
 
 /« 
 
 a 
 
 SECTION OF 24 PAGES 
 
 A section of 24 
 pages may be made 
 by folding R to L, 
 M to T, B to C, 
 LtoT. 
 
 This is a dim- 
 cult fold and not 
 often employed. 
 A printer would 
 more commonly 
 use two sheets, one 
 of 16 pages and 
 one of 8 pages. 
 
BOOK PROBLEMS 
 
 J 
 
 
 .&* 
 
 "t 
 
 b 
 
 i 
 
 ** 
 
 sv 
 
 T-e 
 
 Of 
 
 /-f 
 
 /a 
 
 £2 
 
 // 
 
 r 
 
 oe- 
 
 <* 
 
 3 
 
 9 
 
 -fi u*// Up^u-^ u 
 
 
 s 
 
 <j 
 
 J£ 
 
 * 
 
 e 
 
 (9-y 
 
 */ 
 
 OS 
 
 /* 
 
 */ 
 
 so 
 
 /J 
 
 & 1 
 
 s-r 
 
 G? 
 
 b- 
 
 U«5J 
 
 7 
 
 SECTION OF 32 PAGES 
 
 A section of 32 
 pages may be made 
 by folding B to T, 
 
 RtoL, M toK, 
 JtoK. 
 
 This is as many 
 pages as usually 
 fold well together in 
 a single section, al- 
 though thin book 
 paper may some- 
 times be folded in- 
 to 64 pages or 
 more in pamphlet 
 work. 
 
 1 
 
 JS 
 
 N 
 
 it 
 
 "k 
 
 
 T 
 C 
 
 i 
 
 | 
 
 F 
 
 t-c 
 
 t* 
 
 
 S/ 
 
 M 
 
 S 
 
 
 JO 
 
 7 
 
 'O 
 
 13 
 
 8 
 
 J 
 > 
 
 £4 
 
 3tf 
 
 -«-J 
 
 " •_ 
 
 
 1*1 
 
 2* 
 
 'J 
 
 '4 
 
 M 
 
 J a 
 
 
 '? 
 
 9' 
 
 <r 
 
 93 
 
 rt- 
 
 /- 
 
 /o 
 
 
 a 
 
 *9 
 
 ^ 
 
 
 
 SECTION OF 36 PAGES 
 
 A section of 36 
 pages may be made 
 by folding M to T, 
 B to C, K to L, 
 
 T to N, L to N. 
 
 In place of this 
 sized section it is 
 more practical to 
 fold two sections 
 of 16 pages and 
 one of 4 pages. 
 The practice here 
 in careful folding, 
 however, is worth 
 the attempt at 36 
 pages in school. 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 
 4? 
 
 K 
 
 •« 
 
 J 
 
 /o 
 
 r 
 
 ] 
 
 W 
 
 d 
 
 /r 
 
 £ 
 
 _cv 
 
 ^ 
 
 ,1 
 
 ea 
 
 nr 
 
 o« 
 
 /fl 
 
 /■* 
 
 as 
 
 p 
 
 *>£■ 
 
 PA 
 
 s 
 
 
 S 
 ST 
 
 j 
 T 
 
 L,'J ■•" 
 
 — i 
 
 r ^.L 
 
 crl 
 
 -/*' 
 
 T5" 
 
 )"— 
 
 
 a 
 
 W 
 
 <e 
 
 S 
 
 fi 
 
 •*/ 
 
 *a 
 
 / 
 
 rr 
 
 9/ 
 
 <-' 
 
 W 
 
 ^^ 
 
 A? 
 
 J6 
 
 /J 
 
 -JO 
 
 43 
 
 23 
 
 ^/ 
 
 /r 
 
 iv 
 
 -f 
 
 AA 
 
 -TA 
 
 J> 
 
 SECTION OF 48 PAGES 
 
 A section of 48 
 pages may be made 
 by folding B to T, 
 M to L, R to J, 
 J to K, N to K. 
 
 Three sections 
 of 1 6 pages each, 
 or one of 32 pages 
 and one of 16 pages 
 are more generally 
 used by printers. 
 
 311. Scrap Book 
 
 1 piece Colored cover paper 9"xl2' 
 
 3 pieces Gray cover paper 9"x 1 2 
 
 Glue 
 
 Rule, pencil, scissors 
 
 GRAY COVER PAPER READY TO FOLD 
 
 STEPS m ASSEMBLING 
 SCRAP BOOK 
 
BOOK PROBLEMS 37 
 
 DIRECTIONS 
 
 a. Lay out three pieces gray cover paper like sketch, 
 
 center lines to be /£" apart and finished pages 
 5K«x9" 
 
 These aie for the leaves of the scrap book 
 
 b. Fold left edge towards right, creasing along the 
 
 left of the three center lines, and unfold 
 
 c. Fold right edge towards left, creasing at right line, 
 
 and unfold 
 
 d. Turn paper over and fold left edge to right edge 
 
 e. Lay out and cut colored cover paper 9"xl \H n 
 
 This is for the cover of the scrap book 
 
 f. Fold left edge of cover nearly to the right edge 
 
 (allow about %*) and unfold 
 See third drawing from the top at right 
 
 g. Fold right edge nearly to the left and unfold 
 
 h. Glue leaves into cover, spreading glue for nearly 
 a half inch along the inner edge of cover and 
 
 press 
 
 See two lower drawings at the right 
 
 NOTE 
 
 This book may be used for mounting magazine clip- 
 pings or pictures illustrative of school work. The covers 
 may be made to open more freely if an extra piece of cover 
 paper l"x9" be inserted at front and back as shown in 
 second drawing from the top at the right. 
 
 312. Small Sewed Pamphlet 
 
 3 pieces of Book paper 9"xl2 n 
 
 1 piece Cover paper 6"x9" 
 
 30" Binders' thread 
 
 Glue 
 
 Rule, scissors, pencil, needle 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 
 ONE SECTION BOOK PAPER 4K n x9 n 
 CUT FROM 9"xl2" 
 
 COVER 4% " SQUARE 
 CUT FROM 6x9 
 
 (. 
 
 u<u>: 
 
 n 
 
 tl 
 
 (ii 
 
 (. 
 
 U\ 
 
 c a a 
 
 STEPS IN SEWING-4a and 9a SHOW APPEARANCE WHEN TWO SECTIONS 
 AND THREE SECTIONS ARE COMPLETELY SEWED 
 
 DIRECTIONS 
 
 a. Lay out and cut three pieces book paper 4/^x9" 
 
 from 9"x 1 2", saving the larger pieces for another 
 pamphlet 
 
 b. Fold bottom to top and left to right 
 
 c. Sew as shown in steps 1-8, beginning inside of 
 
 section A, sewing across the back of sections A 
 and B near the bottom, into section B, out thru 
 the middle of the back of section B, and continue 
 as illustrated, finishing by carrying the thread into 
 the middle of section A, shown at "8," and tying 
 to the starting thread with a square knot 
 
BOOK PROBLEMS 
 
 d. Cut cover 4M"" square, fold as in number 311, glue 
 
 edge of sections into cover, and press 
 
 e. Put simple line design on front cover 
 NOTE 
 
 Step marked 4a shows the appearance after step 4 
 has been completed. Step 9a shows the appearance after 
 step 9 has been completed. 
 
 Other sections may be added to these if desired in the 
 same manner as C is added to B in step 5. 
 
 A larger pamphlet may be made in the same manner 
 as above, but bringing in an extra stitch to each section, 
 and using the pieces cut off from the stock for the small 
 pamphlet. The following materials are required. 
 
 6 pieces Book paper 9"xl2" 
 
 3 pieces Book paper 7M n x9", left from small pamphlet 
 
 1 piece Cover paper 9"x 1 2 
 
 48" Binders* thread 
 
 Glue 
 
 Rule, pencil, scissors 
 
 ft 
 
 L 
 
 <J 
 
 till 
 
 STEPS IN SEWING LARGE PAMPHLET 
 
 Lay out and cut six pieces book paper 7^"x9", and 
 use the three additional pieces left from the small pamphlet 
 
 Fold, sew, glue, and letter as in small pamphlet, using 
 three pieces of paper to each section. 
 
40 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE 
 
 A thicker pamphlet may be made by adding extra 
 pages as shown in the following drawing. 
 
 5 C H liCU 
 
 y 
 
 i 
 
 Jfcat f.MAt 
 
 f(W<C 
 
 \ 
 
 hi 
 
 1 
 
 ■■ 
 
 III 
 
 T 
 
 Jt /2~ /S /* /S jsa /€ 17 /« /» -?© SO* 
 
 TWO SECTIONS ADDED TO LARGER PAMPHLET 
 
 313. Sewed Pamphlet with Reinforced Back 
 
 1 piece Heavy cover paper 6"x9" 
 3 pieces White book paper 6 n x9" 
 
 1 piece Binders' cloth 1 M"x6" 
 20" Thread 
 Glue 
 
 Rule, pencil, scissors, needle 
 DIRECTIONS ™ m l™™ 
 
 a. Cut heavy cover paper 6"x8" for cover, and fold 
 
 to 4"x6" 
 
 b. Cut three pieces white book paper for leaves, 
 
 5M«x7M" 
 
 c. Fold each piece to 3% ,? x5M" 
 
 d. Sew leaves together same as in number 3 1 2 
 
 e. When leaves are sewed and fastened in cover, 
 
 glue strip of binders' cloth around back of pam- 
 phlet and place under weight until dry 
 
BOOK PROBLEMS 
 
 41 
 
 314. Cloth Covered Portfolio 
 
 2 pieces Straw board 4M n x7M", cut from 6"x9" 
 
 1 piece Binders' cloth 9"x 12" 
 
 I piece Marble paper 9"xl2 n 
 
 Glue, paste 
 
 Rule, scissors, pencil 
 
 ///////// /r/ 
 
 ZZZZZZZZZZZ& 
 
 L 
 
 m 
 
 ¥////<■•//////>//'/;////, 
 
 PORTFOLIO READY 
 TO GLUE LAPS OVER EDGE 
 
 LINING PASTED 
 INSIDE OF PORTFOLIO 
 
 C. 
 
 DIRECTIONS 
 
 a. Cut binders' cloth 8M"x10M» 
 
 b. Locate pieces of straw board on binders' cloth, 
 
 leaving M n between them as indicated on the 
 
 drawing and draw line around each piece 
 Spread a thin coat of glue or paste on one side of 
 
 binders' cloth and press straw board firmly into 
 
 place on the cloth 
 
 In applying glue, use thin piece of soft wood or stiff piece of 
 cardboard. Paste will be found easier to use. 
 Cut off corners of binders' cloth leaving /8 1 ' to fold 
 
 up over the corner of the strawboard 
 Glue strip of scrap paper in the middle of back as 
 
 indicated at A, M"x7M" 
 
 f. Spread glue on edges of cloth and fold over straw 
 
 board, — see B 
 Do not use paste here 
 
 g. Cut marble paper 7^x9/^ for lining 
 h. Paste in place over strawboard 
 
 While paste is drying press firmly in grooves 
 NOTE 
 
 This portfolio is to be used in carrying folded papers. 
 It is a first step in case making for book binding. The 
 
 e. 
 
42 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 small sewed pamphlet, number 312, involves the sewing of 
 several sections, and the cloth bound book, number 3 1 6, 
 shows the fastening of the sections into the case. 
 
 315. Glued Booklet 
 
 1 piece Heavy cover paper 6"x9" 
 
 4 pieces White book paper 6"x9" 
 
 Glue 
 
 Rule, pencil, scissors 
 
 DIRECTIONS 
 a. Cut 
 
 pieces 
 
 book 
 
 paper 
 
 ^n. 
 
 b. Fold cover to 43^"x6" 
 
 c. Fold leaves to fit cover 
 
 d. Run a little glue on the folded edge of one of the 
 
 folded sections and insert it in the cover. Re- 
 peat the process with the other sections, placing 
 each one in the preceding one (See cut) 
 
 e. Keep folded and place under a weight until glue 
 
 is dry 
 NOTE 
 
 Several pieces of book paper may be placed side by 
 side, instead of one in the other, and then all glued into a 
 double creased cover as here illustrated. 
 
 BOOK PAPER, 6 n xS: 
 
 COVER PAPER, 6"x9* 
 
BOOK PROBLEMS 
 
 4b 
 
 316. Cloth Bound Book 
 
 1 piece Cloth board 9"xl2" 
 
 1 piece Binders' cloth 9"x 12" 
 
 2 pieces of Cover paper 9"x12" 
 
 1 piece of Canvas for backing 3"x9" 
 
 1 piece Print paper K"x9", 1 piece Print paper 
 
 M"x9", 20 pieces Print paper 9"xl2" 
 Instead of 20 pieces of print paper 9"xl2", anywhere from 
 9 to 36 pieces may be used according to thickness de- 
 sired and time available. This will provide for from 
 three to six sheets to a section, and from three to nine 
 sections. 
 
 Glue and paste 
 
 60" Binders' thread 
 
 To be varied for a greater or less number of sections 
 
 Rule, pencil, scissors, needle, knife, cutting board 
 A piece of Binders' board 9"xl I " will be found satisfactory 
 for a cutting board 
 
 CLOTH BOARD 
 
 CUT 4"x6" 
 
 ' I 
 
 PRINT 
 PAPER 
 
 K v///////////A 
 
 7/7P77Z7/S 
 
 
 W//////////X 
 
 CLOTH BOARD AND PRINT PAPER 
 GLUED TO BINDERS' CLOTH 
 
14 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 LAPS GLUED OVER EDGE OF CASE 
 
 AND SECTIONS READY TO 
 
 GLUE INTO CASE 
 
 SECTIONS GLUED INTO CASE AND 
 
 LINING PAPER BEING PASTED 
 
 INSIDE OF COVERS 
 
 SEC- SECTIONS BACKING BACKING GLUED TO CASE,- FINISHED 
 
 TIONS SEWED GLUED TO LINING PAPER PASTED BOOK WITH 
 
 FOLDED TOGETHER SECTIONS INSIDE OF COVER BACK ROUNDED 
 
 DIRECTIONS 
 
 a. Make case for book same as number 3 1 4, omitting 
 
 the marble paper used for lining 
 
 b. Lay out and cut 9 or more pieces of print paper 
 
 7^"x9", and fold to 4M"x7K« 
 
 c. Put three or four sheets to a section, one folded in- 
 
 side of the other, and sew the sections together 
 as in number 3 1 2 
 
 If larger paper be used, fold it as illustrated in number 2 1 7 
 on pages 31 to 36 
 
 d. Glue strip of canvas backing, cut to 2/£"x7M n , 
 
 against sewed edges, press the M n strip of paper 
 against the glue as it is forced thru the canvas 
 Allow to dry with paper attached as shown above 
 
BOOK PROBLEMS 45 
 
 e. When dry (next day) glue these canvas projec- 
 
 tions to the inside of covers 
 
 Press firmly with one hand against a piece of scrap paper 
 
 while holding the leaves of the book straight up from the 
 
 covers 
 
 f. Insert a piece of scrap paper between covers and 
 
 end sheets at both front and back of book, close 
 the book, and put under pressure for a few min- 
 utes, or until next day 
 Be sure the back of the book is smoothly rounded 
 
 g. Cut two pieces of cover paper for lining, 7/^"x9 n , 
 
 or of such size as will fit properly, and paste 
 against inside of cover and for a quarter of an 
 inch up against the end leaves of book 
 Put under pressure of heavy books or into a letter press 
 h. When dry, the outside of front cover may be dec- 
 orated by a simple outline in water color 
 NOTE 
 
 Writing paper, drawing paper, or manilla paper may 
 be used in place of print paper, and any number of sections 
 may be used, or several printed pamphlets may be sewed 
 together. Economy of material and ease of manipulation 
 will require that not over three or four sheets be put into a 
 section and that not over five sections be used. 
 
 If hand screws or vises be available, the back of the 
 book may be rounded with a hammer as shown in the illus- 
 tration at the right of the lower row. This form can be 
 suggested by working with the fingers. It provides a place 
 for the sewing, and allows the covers to lie evenly. 
 
 It may seem desirable to start with a smaller book and 
 make two books, or to omit the larger book altogether. 
 
46 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 411. Pocket Paper File 
 
 2 pieces of Medium tag board 9"xl2" 
 
 Glue 
 
 Rule, scissors, pencil 
 
 STEPS IN MAKING POCKET PAPER RLE 
 DIRECTIONS 
 
 a. Cut 5 pieces of tag board, each 3M"x7M n 
 
 b. Lay out and cut tabs, A, B, C, D, — as indicated 
 
 in the small scale drawing on front cover at left 
 Each tab is to be made %" longer than the one above it 
 
 c. Fold one piece for the cover as indicated in the 
 
 lower drawing at the left, — 1 
 
 d. Fold the other three pieces as shown in the lower 
 
 drawing, — 2 and 3 
 
 e. Glue folded part of No. 2 into No. 1 ; folded part 
 
 of No. 3 to No. 2, and so on until all are glued 
 together 
 
 f. Fold the top piece around the others and glue 
 
 NOTE 
 
 Measuring, folding, and gluing must be accurately and 
 carefully done or the edges of the finished file will not be 
 
BOOK PROBLEMS 
 
 47 
 
 412. Desk Paper File 
 
 4 pieces Heavy tag board 9"xl2" 
 Glue 
 
 Rule, pencil, scissors 
 DIRECTIONS 
 
 a. Cut 4 pieces 8^"x9" 
 
 b. Lay out and cut tabs in 
 
 same manner as in num- 
 ber 411 
 
 Tabs are to be made % n wide 
 and 2}£ u long 
 
 c. Fold each sheet 7" from 
 
 tab edge. 
 
 The top sheet which is to fold 
 around the others will re- 
 quire a second fold the 
 same as in number 41 1 DESK PAPER FILE 
 
 d. Letter or number the tabs to be used for markers 
 
 One suggestion is given in the above drawing 
 
 e. Glue together and put under a heavy pressure 
 
 Follow the same order as in number 4 1 1 
 
 413. Note Book Covers 
 
 A. END OPENING COVER 
 
 2 pieces of Straw board 6"x9" 
 
 2 pieces Binders' cloth 3 n x6 B 
 
 2 pieces Heavy cover paper 6"x9" 
 
 2 pieces Marble paper 6 n x9 n 
 
 Glue, paste, eyelets 
 
 Rule, pencil, scissors, eyelet punch, knife 
 
18 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 Tzzzzzzzzzzk 
 _J* a 
 
 STRAW BOARD 
 
 BINDERS' CLOTH 
 
 REVERSE SIDE WITH 
 
 5"x6M n AND M"x5" 
 
 FOLDS GLUED OVER 
 
 COVER PAPER 
 
 BINDERS' CLOTH UNDER 
 
 COVER PAPER UNDER 
 
 PASTED DOWN 
 
 DIRECTIONS FOR FRONT COVER 
 
 a. Cut one piece of straw board 5 n x7" and cut strip 
 
 from end M n x5 n 
 
 These two pieces are to be fastened to binders' cloth as 
 shown in the first drawing 
 
 b. Cut one piece of binders' cloth 2/^ n x6" 
 
 This is to be used as a hinge for the front cover 
 
 c. Place the two pieces of straw board K n apart over 
 
 binders' cloth as shown at B B 
 
 Draw lines on cloth to indicate exact position of pieces of 
 straw board and cut corners as illustrated 
 
 d. Spread paste or glue on binders' cloth where it is 
 
 needed to fasten to boards 
 
 Use a brush for paste or a clean piece of wood with a 
 chisel edge for glue 
 
 e. Place pieces of straw board as indicated by the 
 
 lines on the cloth and press firmly 
 Put in press if one is available 
 
 f. Apply glue to edge of cloth and fold over the 
 
 straw board. 
 
 Put under weight until glue is set 
 
 g. Cut one piece of heavy cover paper 6"x7 n 
 
 This is for the outside of front cover 
 
BOOK PROBLEMS 49 
 
 h. Apply paste to heavy cover paper and set in place 
 on the straw board 
 See second drawing above 
 
 i. Fold edges over straw board and fasten with paste 
 or glue 
 
 Outside of cover is shown in third drawing above 
 
 j. Cut one piece of marble paper 4M"x7M n 
 This is a lining to the front cover 
 
 k. Paste marble paper in place 
 
 This should extend over the edges of the cover paper and 
 to % u from edge of boards 
 
 I. Punch holes and set eyelets near the edge 
 
 This is shown in the drawing at the right 
 NOTE 
 
 The back of the note book cover is made in the same 
 manner as the front except that the straw board is in one piece 
 and there is no hinge. If desired the back can be made 
 hinged the same as the front. To do this it is necessary to 
 have two strips of straw board as at B instead of one. 
 
 The back must be made the full size of the front, in- 
 cluding hinged end. 
 
 B. SIDE OPENING NOTE BOOK COVER 
 
 2 pieces Straw board, 8"x10M n , cut from 9"x 12" 
 
 2 pieces Binders' cloth, 12 n xl2" 
 
 2 pieces Marble paper, 9 n xl2" 
 
 Glue, paste, 6 eyelets 
 
 Rule, pencil, scissors, eyelet punch, knife 
 
50 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 /<//'/'"/f//fc± 
 
 INSIDE OF NOTE BOOK COVER 
 DIRECTIONS 
 
 a. Cut each piece of straw board M" from one edge 
 
 b. Cut two pieces of binders' cloth each 1 1 n x 1 2" 
 
 c. Locate straw board on binders' cloth 
 
 d. Apply glue to straw board and press in place on 
 
 cloth 
 
 If easier apply glue to binders' cloth 
 
 e. Cut corners of cloth within H n of straw board 
 
 f. Fold edges and glue 
 
 Wide lap on hinge should be folded after top and bottom 
 are folded 
 
 g. Cut two pieces of marble paper 8"x 1 03^" 
 h. Paste marble paper in place 
 
 i. Punch holes and set eyelets as indicated in drawing 
 
 414. Portfolio with Cloth Corners 
 
 2 pieces Cloth board 9"x 12" 
 1 piece Binders' cloth 3"x 1 2" 
 
 1 piece Binders' cloth 5 n x5 n 
 
 2 pieces Marble paper 9"xl2" 
 
 1 piece Marble paper l/£ M x12" 
 Glue and paste 
 Rule, pencil, scissors 
 
BOOK PROBLEMS 
 
 51 
 
 r^° 
 
 ^ 
 
 
 / r 
 
 
 , . \ s 
 
 I | 
 
 LJ 
 
 2 
 
 e/ 
 
 A 
 
 1 
 
 ui 
 
 Li 
 
 15 
 
 G\ 
 
 
 /F 
 
 
 
 H N 
 
 / 
 
 /v» 
 
 A/ 
 
 INSIDEVIEW OUTSIDE VIEW 
 
 STEPS IN MAKING PORTFOLIO 
 
53 PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 a. Cut binders' cloth 2M"xl2", from piece 3 n x12 n 
 
 b. Cut two pieces cloth board 8 n xl(W from 9"x12 fl 
 
 c. Glue cloth board, B, C, to binders' cloth, A, as 
 
 shown at step 1 
 
 d. Fold cloth over top and bottom and glue down flat, 
 
 cut four corners of binders' cloth, D, E, F, G, 
 each five inches along the slant line and glue in 
 place as shown at step 2 
 
 e. Cut two pieces cover paper 8"xl2" with two cor- 
 
 ners of each cut away 3K"x3/^ M and paste over 
 back of portfolio, lapping over cloth back at cen- 
 ter a fourth of an inch, as shown at H, K, in 
 step 3 
 
 f. Paste laps of cover paper inside, and paste strip of 
 
 marble paper WxlO^'" over center inside as 
 shown at L in step 4 
 
 g. Paste sheets of marble paper 8"xl034 M over inside 
 
 of portfolio as shown at M, N, in step 5 
 NOTE 
 
 This may be used in carrying drawings or written work, 
 and may be made in a variety of sizes. The following 
 drawing illustrates another way of fitting the corners: 
 
 -&- 
 
 « 
 
 • 
 
 i x| 
 
 . 
 
 1 X 
 
 •• 
 
 
 . 
 
 1 
 
 - 
 
 1 
 
 . 
 
 
 
 
 
 1 
 
 
 
 
 1 
 
 
 1 
 
 : 
 
 
 ■ 
 
 1 
 
 
 
 
 1 
 
 
 
 
 
 
 J 
 
 
 /y6 
 
BOOK PROBLEMS 53 
 
 In this portfolio a heavy gray cover paper for the body 
 and a darker gray for the corners and back makes a very 
 satisfactory combination. Light gray may be used for the 
 lining or marble paper may be used. 
 
 The order of procedure is as follows: 
 
 a. Cut one strip of dark gray paper 23^ M xl9" 
 
 One strip 2*&xW and one 2Y^Y n will answer if the 
 long strip in not available 
 
 b. Paste this strip around the edges of the straw board 
 
 to form the hinged back of the portfolio 
 
 c. Make four corners from one piece of heavy cover 
 
 paper 4"x4" or 5"x5" 
 
 For method of making these corners see number 433, or 
 number 414 
 
 d. Fasten corners with paste or glue 
 
 In place of putting corners on at this stage, it is possible to 
 put them on after step "f" and leave them unpasted over 
 outside of cover 
 
 e. Cut two pieces heavy cover paper 6K"x 1 0" for out- 
 
 side of covers 
 
 f. Cut corners, fold edges over straw board, and 
 
 paste as in steps 3 and 4, page 5 1 
 
 g. Cut two pieces of thin gray paper each 5H n i&M n 
 
 for lining 
 h. Paste lining in place. 
 
 415. Bound Scrap Bock 
 
 2 pieces Straw board 6"x9" 
 
 1 piece Binders' cloth 10K"x14^ M 
 1 piece Colored cover paper 9"x12" 
 
 3 pieces Gray cover paper 9"x12" 
 
 1 piece Canvas for backing 3"x8^ M 
 
 Glue, paste 
 
 Rule, pencil, scissors 
 
 SEE CUTS UNDER NUMBERS 3 11 AND 3 1 6 
 
54 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 a. Cut the three sheets of gray cover paper 8/^ n x12" 
 
 b. Fold these and fasten them together the same as in 
 
 number 311 for the body of the book 
 The folds in the middle of the sheet should be only 3^" 
 apart and the finished pages should be 5% M x8%" 
 
 c. Glue strip of canvas to the back of the book, as in 
 
 number 3 1 6. 
 
 Place a narrow strip of paper upon the canvas to take up 
 the glue as it comes thru 
 
 d. In making the cover use the same method as in 3 1 6 
 
 e. Set the body of the book in the cover and put in 
 
 the fly leaves as in number 3 1 6 
 NOTE 
 
 The boards may be covered with paper instead of 
 cloth and it may be made with or without corners. 
 
 416. Bound Drawings 
 
 2 pieces Heavy cover paper 
 
 Size to suit the size of drawing paper used 
 
 Crochet cotton 
 
 Rule, pencil, scissors, needle 
 
 
 
 
 
 
 DRAWING 
 AMD 
 
 
 COLOR 
 
 
 
 
 Z^ A 
 
 DIRECTIONS 
 
 a. Lay off points on one end of the cover for the 
 punching of the holes 
 
 These holes should be about one inch from the end and 
 about three-fourths of an inch apart 
 
BOOK PROBLEMS 55 
 
 b. A neat and firm method of sewing is shown in the 
 
 drawing at A 
 
 c. Title may be written or printed on the front cover 
 
 NOTE 
 
 This problem is given as one of the ways of putting 
 into neat and permanent form the drawing plates that the 
 children have made in their drawing lessons. These draw- 
 ings should be selected and arranged according to the draw- 
 ing subjects. 
 
 417. Rebound Book or Bound Magazines 
 
 This work may be given in the fourth grade but is 
 rather too difficult there. It is more suitable for fifth and 
 sixth grades. If this work is attempted in the sixth grade 
 the book may be taken apart in sections and re-sewed. 
 Then it is bound as the bookbinder would bind it. For the 
 fifth grade the following is suggested: 
 
 DIRECTIONS 
 
 a. Remove the cover of the magazine and apply a 
 
 little paste to the back of the magazine to loosen 
 the bits of paper and glue which remain 
 
 b. Glue strip of canvas on back in same manner as in 
 
 number 3 1 6 
 
 c. Make a cover similar to that in number 3 1 6 
 
 d. Set book in cover and glue the canvas to the 
 
 boards only 
 
 e. Paste in fly leaves and put in press 
 NOTE 
 
 On the following page is illustrated the arrangement of 
 book problems as planned for the first four grades. Names, 
 numbers and sizes are indicated for comparison and quick 
 reference. 
 
56 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 III 
 
 4p6 
 
 ill 
 
 J/6 ?£/6 
 
 112 
 
 4M<S 
 
 113 
 
 *M± 
 
 113 113 
 
 J/4 %/6 
 
 114 
 
 *£! 
 
 MOUNTING FOLDERS EOOILU niMH POCKET NOTE BOOKS BMKOFfOLm 
 
 115 
 
 3X6 
 
 LAtmrusT 
 
 2\\ 
 
 dim 
 
 213 
 
 DESIGN 
 
 2\A 
 
 •3/4 i 
 
 215 
 
 £22 
 
 emarn 
 
 216 
 
 Jj/S 
 
 217 
 
 217 
 
 mote dm 
 
 jf/J ZjXS' 
 
 217 
 
 iM 
 
 217 
 
 217 
 
 217 
 
 217 
 
 gptof ejjx3£' /gtig' ///%' 
 
 RAGED BL/IA/Pi & a O K vS 
 
 3)1 
 
 CtlPPlHM 
 
 s££ 
 
 SCRAP BOOK 
 
 312 
 
 &tf 
 
 312 
 
 3&L 
 
 3/3 
 
 
 315 
 
 *£*5$ 
 
 
 < ""^/ 6 
 
 SEWED PAMRILET 
 
 mmajmrnr WMm clued booklet am gm 
 
 CLOTH P0XTFOLI9 
 
 All 
 
 POOfET F,WI? FILE 
 
 A12 
 
 
 
 f 
 
 ?. 
 
 'jQ 
 
 A 13 
 
 DESK PAPEJ? F/LE 
 
 NOTE SOCK COVERS 
 
 A\A 
 
 
 gj'/.gi 
 
 415 
 
 p g>.S^ 
 
 J 
 
 i 
 
 J 
 
 a\q 
 
 DKAWiK<3 
 
 COLOR 
 
 A 
 
 <S>cS" 
 
 fl#//VZ? DRAWINGS 
 
 A\7 
 TITLE 
 
 ■4/7/ -5/^g 
 
 6^-/3' 
 
 PORTFOLIOS WITH CLOTH CORNERS 
 
 BOOK PROBLEMS ARRANGED BY GRADES 
 
BOX PROBLEMS 57 
 
 III 
 BOX PROBLEMS 
 
 IN the selection of problems for elementary construction in 
 paper and cardboard, the small box takes a place second 
 only to the booklet. Both are important industri- 
 ally and both furnish good drill upon careful manipulation 
 of tools and material. The increased use of the box as a 
 method of handling goods for the market, and the great 
 variety of boxes used, show the value of the field for school 
 purposes. 
 
 Many uses of the box occur to the live teacher. The 
 collection of materials for science, the storage of small sup- 
 plies, the planting of seeds, exhibits of illustrative material of 
 many kinds, and the meeting of temporary needs as they 
 appear, all furnish interesting connections between the hand 
 work processes and the uses of box problems. Special 
 shapes and types of construction not illustrated in this chap- 
 ter will be needed, but the drawings and directions may be 
 of service in making these adaptations. 
 
 It is obvious in public school classes, especially in the 
 lower grades, that simple hand processes where the pupil 
 makes the entire project from beginning to end, must form 
 the basis for a course in elementary construction. 
 
 It is desirable, however, that common factory methods 
 of box making be illustrated and described, and if possible 
 a few pieces of work turned out by a modification of this 
 duplicating process. 
 
58 PAPER AND CARDBOARD CONSTRUCTION 
 
 The arrangement of box problems by grades with 
 kinds of material to be used, is as follows: 
 
 First Grade 
 
 121 Square box (Thin tag board) 
 
 122 Square tray (Medium tag board) 
 
 123 Rectangular tray (Heavy tag board) 
 
 Second Grade 
 
 221 Small square box (Box board) 
 
 222 Rectangular open box (Box board) 
 
 223 Box with reinforced corners (Box board) 
 
 Third Grade 
 
 321 Covered small box (Box board and plain cover paper) 
 
 322 Pencil box with fitted cover (Box board, plain cover paper, 
 manilla wrapping paper) 
 
 323 Candy box (Folding bristol) 
 
 324 Folding box (Folding bristol) 
 
 Fourth Grade 
 
 421 Pin box with cover (Box board and plain cover paper) 
 
 422 Post card box (Box board) 
 
 423 Original box (Thin straw board, plain cover paper, rough 
 cover paper) 
 
 424 Pen box (Straw board, box board, plain cover paper, marble 
 paper) 
 
 425 Sliding box (Box board, cover paper) 
 
: BOX PROBLEMS 
 
 121. Square Box 
 
 1 piece Thin tag board 9"x"9 
 
 Glue or paste 
 
 Scissors 
 
 
 EZL 
 
 F! 
 
 Q 
 "1 
 
 
 
 1 f/tONT | 
 
 TAGBOARD9 ff x9" CREASED AND CUT PARTLY FOLDED BOX COMPLETE 
 DIRECTIONS 
 
 a. Fold upper right corner to upper left corner, crease 
 
 and open 
 
 b. Fold upper right corner to center of top, crease 
 
 and open 
 
 c. Fold upper left corner to center of top, crease and 
 
 open 
 
 d. Fold lower left corner to upper left corner, crease 
 
 and open 
 
 e. Fold lower left comer to center of left edge, crease 
 
 and open 
 
 f. Fold upper left comer to center of left edge, crease 
 
 and open 
 
 g. Cut as indicated by dark lines 
 
 h. Fold laps inside of box and paste or glue to ends 
 
 NOTE 
 
 As this box is too flimsy for most uses, it is well to re- 
 peat the problem with thicker tag board, if time permit. 
 By cutting and folding as shown below, a hollow cube may 
 be made for further practice, or to illustrate cubical form. 
 While paste may be found easier to use, glue is much more 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 satisfactory if properly handled. It may be found more 
 convenient to secure stock 8 n x8" in place of 9 n x9" 
 
 A 
 
 
 ' ' "11 
 
 3 ...J 
 
 
 
 
 
 
 1 TOF> 
 
 
 
 C 
 
 
 D 
 
 
 
 
 L _ _ _ 1 
 
 - . _ 1 
 
 
 FRONT 
 
 
 122. Square Tray 
 
 1 piece Medium tag board 6 n x6" 
 
 Glue or paste 
 
 Scissors 
 
 SHOWING FOLDS 
 AND CUTS 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 1 
 
 
 
 1 
 
 FRONT AND BACK 
 FOLDED UP 
 
 - 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 1 
 
 rof> 
 
 1 1 
 
 
 
 
 
 FAOftr 
 
 
 TRAY COMPLETE 
 
 DIRECTIONS 
 
 a. Fold right to left and open 
 
 b. Fold right and left to center and open 
 
BOX PROBLEMS 
 
 01 
 
 c. Fold bottom to top and open 
 
 d. Fold bottom and top to center and open 
 
 e. Fold right edge to right crease, left edge to left 
 
 crease, bottom edge to bottom crease, top edge 
 to top crease, opening after each folding 
 
 f. Cut as indicated by heavy lines 
 
 g. Fold laps up at right angles 
 
 h. Fold bottom and top edges up to make front and 
 
 back of tray 
 i. Fold ends up and glue or paste to laps 
 
 123. Rectangular Tray 
 
 1 piece Heavy tag board 4 n x4" 
 
 Glue or paste 
 
 Scissors 
 
 II rRONT \ 
 
 STEPS IN MAKING RECTANGULAR TRAY 
 
 DIRECTIONS 
 
 a. Fold bottom to top, bottom to center, bottom to 
 
 bottom crease, and open 
 
 b. Fold top to center, top to top crease, and open 
 
 When opened flat it will look like the first drawing 
 
 c. Fold left to right edge, left to center, left to left 
 
 crease, and open 
 
KJ PAPER AND CARD BOARD CONSTRUCTION 
 
 d. Fold right to center, and cut along new crease with 
 
 scissors 
 
 Dotted line in second drawing shows part removed 
 
 e. Fold cut edge to old center, as shown in second 
 
 drawing 
 
 When opened flat this will look like the third drawing 
 
 f. Cut along heavy lines for laps 
 
 Shown in fourth drawing 
 
 g. Fold laps up, and fold front and back 
 
 Shown in fifth drawing 
 h. Fold ends up, and paste or glue to laps 
 Shown in last drawing 
 NOTE 
 
 A great variety of rectangular shaped boxes or trays 
 may be made as indicated in these three problems. As 
 planned for the first grade, rule measurements are omitted 
 in each case. More difficult constructions are reserved for 
 later grades. 
 
 221. Small Square Box 
 
 1 piece Box board 3"x3" 
 
 Glue 
 
 Rule, pencil, scissors 
 
 "**.? 
 
 BOX BOARD 
 
 3"x3 n 
 
 LAID OUT BOX 
 PARTLY FOLDED 
 
 FINISHED BOX 
 THREE VIEWS 
 
 DIRECTIONS 
 
 a. Measure from each corner of 3" square piece of box 
 board a distance of M n along each edge, and 
 connect points, forming inner square and laps 
 Shown in first drawing 
 
BOS PROBLEMS 
 
 b. Fold laps up, and fold front and back 
 
 Shown in second drawing 
 
 c. Fold ends up, and glue to laps 
 
 Shown in last drawing 
 NOTE 
 
 As this is the first box problem involving rule measure- 
 ments, care must be taken that pupils learn how to find the 
 inch and half inch before beginning the work. The rules 
 used should have as thin edges as possible in order to bring 
 the markings as near the work as possible. The back of 
 the rule should be used for a straight edge in drawing all 
 lines. 
 
 222. Rectangular Open Box 
 
 1 piece of Box board 6"x9" 
 
 Glue 
 
 Rule, pencil, scissors 
 
 
 V 
 
 . 
 
 
 
 
 
 
 
 j 
 
 
 
 
 
 
 BOX BOARD LAID OUT BOX COMPLETE 
 
 DIRECTIONS 
 
 a. Lay out horizontal measurements from drawing, 
 
 which may be placed upon the black board 
 Make short marks at top and bottom and connect 
 
 b. Lay out vertical measurements at right and left 
 
 edges and connect 
 
 c. Cut along heavy lines for laps 
 
 d. Fold laps up at right angles and fold sides up at 
 
 right angles 
 
 e. Fold ends up and glue to laps 
 
64 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE 
 
 It is best to begin measuring from a clear mark a little 
 distance from edge 
 such 
 
 =¥=? 
 
 4= 
 
 of rule, if 
 
 rules be available, 
 
 as indicated in the 
 
 sketch. It is best also to make all measurements in one 
 
 direction without moving the rule, so as to avoid multiplying 
 
 errors. Pupils must be kept on their guard in adding the 
 
 smaller measurements. 
 
 223. Box with Reinforced Corners 
 
 1 piece Box board 6"x9" 
 
 1 piece Grooved stay tape, 4" long 
 
 Rule, pencil, scissors 
 
 
 
 
 V- 
 
 5 * 
 
 V* 
 
 
 
 ! 
 
 -1 
 
 STOCK CUT TO SIZE 4«x9" AND FINISHED BOX 
 
 DIRECTIONS 
 
 a. Cut box board 4 n x9" 
 
 b. Lay out lines on all sides, 1 " from edge 
 
 c. Cut away corners as indicated in drawing 
 
 d. Use the straight edge of rule and the dull points of 
 
 scissors and score on the lines for folding 
 This will allow the board to be bent without cracking ir- 
 regularly 
 
BOX PROBLEMS 
 
 65 
 
 e. Fold up sides and ends 
 
 Do not (old much beyond a position which is at right 
 angles with the bottom 
 
 f. Cut four pieces of the stay tape each slightly less 
 
 than 1 ■ in length 
 
 g. Moisten tape and put in place on outside of corners 
 
 Hold sides of box and tape in proper position until the 
 tape sticks 
 NOTE 
 
 The following drawing may be used in place of the 
 above or the wider box may be made as an extra problem. 
 
 
 
 
 
 *3t~*7* 
 
 > 
 
 A 
 
 
 r*r 
 
 
 JL 
 
 flttzD 
 
 
 STEPS IN MAKING BOX WITH REINFORCED CORNERS 
 
 321. Covered Small Box 
 
 1 piece Box board 6 M x9" 
 1 piece Plain cover paper 6 M x9" 
 8" Stay tape, paste 
 Rule, pencil, scissors, 
 
 
 
 
 
 J*<4?" 
 
 X 
 
 
 *'**? 
 
 
 
 
 
 
 jfju&t 
 
 
 
 **<&< 
 
 
 r 
 
 ■ 
 
 
 ii , „ ,,ii 
 
 BOX CUT OUT COVER OF BOX FINISHED BOX AND 
 
 Wx5M" 4H+"x5VS+" COVER 
 
 DIRECTIONS 
 
 a. Lay out and cut box and cover to measurements 
 
 b. Cut plain colored cover paper from same measure- 
 
 ments, but with a little extra paper all around 
 This should not be over T"B"" on all sides 
 
66 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 c. Fold box and fasten corners with stay tape, cutting 
 
 tape even with top and bottom edges 
 
 d. Paste colored paper over box 
 
 e. Fold cover and try on box to see if size is correct 
 
 Cover must be large enough to slide easily but closely over 
 box 
 
 f. Fasten corners of cover same as box with stay tape 
 
 g. Paste colored paper over cover 
 NOTE 
 
 It may seem desirable in this first problem of fitting a 
 box to omit the use of the colored paper, or to make two 
 boxes, one with the paper finish and one without. 
 
 322. Pencil Box with Fitted Cover 
 
 2 pieces Box board 6"x9" 
 
 2 pieces Plain cover paper 6"x9" 
 
 1 piece Manilla wrapping paper 
 
 At least l"xl6", or2"x8" 
 Glue, paste 
 Rule, pencil, scissors 
 
 
 
 
 
 e"*7 m 
 
 ^ 
 
 ,»<! 
 
 
 t"*7' 
 
 
 
 
 
 
 e^A^-f 
 
 
 
 jTsj* 
 
 
 BOX CUT TO SIZE, 4"x9 n 
 
 COVER OF BOX, 3K+"x8^*" 
 
 
 
 
 e>/>* 
 
 \ 
 
 
 t'4?" 
 
 
 
 
 
 
 2+A7+ 
 
 
 
 /- Jf 7+' 
 
 
 PAPER OUTSIDE FOR BOX, 4"x9" 
 
 PAPER OUTSIDE FOR COVER, 4"x9" 
 
BOX PROBLEMS 
 
 67 
 
 DIRECTIONS 
 
 a. Lay out and cut box and cover, and paper outside 
 
 for each, leaving laps on outside pieces as indi- 
 cated 
 
 b. Fold box and fasten corners with 1 " square pieces 
 
 of manilla paper glued around joint 
 
 c. Paste colored paper over box with lap around the 
 
 corner and end pasted over lap 
 
 d. Fold cover and try on box to see if size is correct 
 
 e. Fasten corners of cover same as box with manilla 
 
 paper M"xl n 
 
 f. Paste colored paper over cover, using extra width 
 
 to fold inside 
 NOTE 
 
 Two extra pieces of plain cover paper of a different 
 shade of color from that used on the outside, may be used 
 for lining the box and cover. 
 
 323. Candy Box 
 
 1 piece Folding Bristol 9"x 12" 
 
 Glue 
 
 Rule, pencil, scissors 
 
 -^ 
 
 -£- 
 
 '*3~~ 
 
 \ / 
 
 V 
 
 ^3F 
 
 BOX CUT TO SIZE, 9H9V, 
 
 SIDES FOLDED ENDS FOLDED 
 
68 PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 a. Lay out and cut along heavy lines 
 
 b. Fold up along light lines and open flat 
 
 c. Refold along vertical lines and glue long lap inside 
 
 d. Leave under pressure until next day 
 
 e. Next day, fold ends in place 
 
 NOTE 
 
 Varied sizes of this same box may be made from the 
 9"xl2 M stock, and heavy tag board may be used in place 
 of bristol board. Pupils may be directed to determine their 
 own proportions for a box, or they may make the following: 
 
 -*-*** 
 
 > 
 
 — $• 
 
 iti 
 
 LARGER BOX MADE FROM 9"xl2" STOCK 
 
 In place of either of these boxes, or as an extra problem, 
 the box illustrated on the next page may be made. Taking 
 this as a type, other schemes for fastening may be devised 
 by the pupil. It may seem desirable to give a large piece 
 of stock and remove the size limitations necessary for the 
 9"x12". Any of the boxes shown may be given a handle 
 of narrow cotton tape cut thru one side and glued within. 
 
BOX PROBLEMS 
 
 J[ irt 
 
 
 
 c 
 
 vfiV,'- 
 
 _ 
 
 r 
 
 - 
 
 / 
 
 
 
 
 
 - r" 
 
 
 
 ANOTHER WAY OF MAKING THE CANDY BOX 
 
 324. Folding Box 
 
 1 piece Folding bristol 9"xl2" 
 Rule, pencil, scissors 
 
 4y 
 
 Tf 
 
 *- 
 
 rnr 
 
 = d^ & 
 
 K 
 
 ] EH 
 
 BOX CUT OUT 6"x9" METHOD OF FOLDING 
 
 DIRECTIONS 
 
 a. Lay out from drawing and cut along heavy lines 
 
 b. Fold sides AA over BB, and fold side lap up at 
 
 right angles 
 
 c. Fold sides BB up at right angles to bottom of box 
 
 Side laps will be seen standing up at right angles to bottom 
 also 
 
 d. Open box flat 
 
 e. Fold ends CC over DD, and fold end laps up at 
 
 right angles 
 
 f. Fold four inner corner laps KK up at right angles 
 
70 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 Fold ends DD up at right angles to bottom of box 
 
 and unfold flat 
 Refold sides at right angles to bottom 
 Refold ends at right angles to bottom 
 
 The three upper views at the right of drawing show the sides 
 up and the ends ready to fold 
 Fit the laps KKKK between folds of the sides and 
 
 let ends CC fold over side laps to make box 
 
 rigid 
 
 The two bottom views at the right of drawing show the 
 finished box 
 
 NOTE 
 
 This type of box has the advantage that it can be in- 
 stantly opened flat, and as quickly refolded, and held with- 
 out the use of glue. It is possible to make a cover for this 
 by changing the measurements slightly and repeating the pro- 
 cess. Tag board may be used in place of folding bristol 
 for this box. Exact work is necessary in laying out, in cut- 
 ting, and in folding. 
 
 421. Pin Box with Cover 
 
 1 piece Box board 6"x9 n 
 1 piece Cover paper 9 M x12" 
 1 piece Stay tape 8" long 
 Rule, pencil, scissors 
 
 
 
 
 ^ 
 
 
 / 
 
 
 s / 
 
 \A 
 
 
 A 
 
 
 
 C 
 
 
 D 
 
 -/- 
 
 +2 '" >- 
 
 «/- 
 
 
 
 
 
 B 
 
 1 
 
 
 £ 
 
 \A 
 
 
 
 
 
 
 
 
 
 
 BOX CUT OUT TOP AND SIDE OF COVER 
 
BOX PROBLEMS 71 
 
 DIRECTIONS 
 
 a. Cut one piece box board 4^"x4M" for bottom 
 
 b. Cut another piece of box beard 4%"x4%" for 
 
 the cover 
 
 c. Cut two pieces of cover paper each 2/^"x1 1" for 
 
 finishing sides 
 
 d. Cut one piece cover paper, 2"x2" for finishing top 
 
 e. Lay out lines on both pieces of box board 1 " from 
 
 all edges 
 
 f. Cut away corners AAAA on box and cover 
 
 g. Score on lines with back of scissors and fold sides 
 
 up at right angles 
 h. Cut 8 pieces of stay tape, each %" long 
 i. Moisten stay tape and stick on outside of corners 
 j. Apply paste to the sides of the cover of the box 
 and press the strip of cover paper in place, B, so 
 that both edges may be folded, — one over the 
 edge of the box board to the inside of the box, 
 and the other pasted down on the top of the 
 
 box, C 
 
 Do not cut corners when folding here 
 
 k. Apply paste to the piece of cover paper 2"x2", 
 and press in place on top of box, D 
 The side of the cover is shown at E 
 
 1. The processes given under "j" are repeated for the 
 bottom of the box 
 
 NOTE 
 
 If desired, the cover paper 2"x2" for the top may be of 
 a different color than the paper for the sides. The border 
 which is indicated as M" on each side may be wider or 
 narrower as the pupil may choose. 
 
72 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 422. Post Card Box 
 
 1 piece Box board 9"xl2 n 
 
 Glue 
 
 Rule, pencil, scissors 
 
 STOCK 6"xl2" CUT TO SIZE 
 DIRECTIONS 
 
 a. Locate and draw center line lengthwise of board 
 
 b. Measure each side of the center line distances as 
 
 indicated in the drawing 
 Measure up from the bottom as indicated in the 
 
 drawing to locate the horizontal lines 
 When all vertical and horizontal lines are drawn 
 
 proceed to lay out for the angular cuts 
 Make pencil marks heavy to show where to cut 
 
 away 
 
 f. Cut on heavy lines 
 
 g. Fold on lightlines, considering the form and how it is 
 to be glued together 
 
 h. Glue with all tabs on the inside 
 
 c. 
 
 e. 
 
BOX PROBLEMS 
 
 73 
 
 423. Original Box 
 
 2 pieces Thin straw board 9 n xl2 n 
 
 2 pieces Plain cover paper 9 n x12 n 
 
 2 pieces Rough cover paper 9 n x12 w 
 
 Binding tape, glue, paste 
 
 Rule, pencil, scissors (chip carving knife if desired) 
 
 J s - H t- *i -i 
 
 a 
 
 h-/4f*i 
 
 
 1 
 
 m e z H ,_. ^i 
 
 $ 
 
 __ _± 
 
 I I 1 I 
 
 BO 
 
 FOUR SUGGESTED SHAPES FOR B0XES,-A, B, C, D 
 DIRECTIONS 
 
 a. Follow directions from number 42 1 , except that the 
 
 straw board should be scored on both sides with 
 the back of the scissors before folding 
 
 b. Cover both box and cover outside with rough cover 
 
 paper 
 
 c. Line both box and cover with plain cover paper 
 
74 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 NOTE 
 
 An unlimited opportunity is offered here for the pupil 
 to work out original shapes of boxes for varied uses. The 
 four drawings are given only as a suggestion for possible 
 shapes which can be made from the stock supplied. An 
 attempt is made in each case to get an interesting varia- 
 tion in the proportion of side, top and end. If enough 
 time can be given to this phase of the work, it may be well 
 to have each pupil make several boxes of the same type, 
 gradually developing the ability to do a first class piece of 
 special work. 
 
 424. Pen Box 
 
 1 piece Straw board 4"x4M" (or 6"x4M") 
 1 piece Box board (or Pulp board) 2"xl2" 
 If more convenient use all box board or all straw board 
 1 piece Plain cover paper (or Marble paper or 
 
 Plated paper) 4^"x 12" 
 1 piece Plain cover paper, different color, 3"x6" 
 Glue, paste 
 Rule, pencil, scissors, knife, cutting board 
 
 
 ■ 
 
 
 
 
 fJL 
 
 
 el 
 
 
 ! 1 
 
 
 1 ! 
 
 .> 
 
 B 
 
 
 r ,- 
 
 -L /-*"■ 1 
 
 m ,- 
 
 4*/ jr "-l / ' 
 
 ^7 
 
 
 "^? 
 
 -+-= Jjf •' 1 - 
 
 *£ 
 
 
 
 
 — ^■ 
 
 
 
 
 
 
 
 -4 
 
 c 
 
 
 1 1 
 
 
 1 
 
 :S 
 
 D 
 
 
 -«r- 
 
 i-&i- 
 
 -^/- 
 
 
 1 
 
 
 
 — — — /«?— 
 
 
 
 
 - JJ -1 
 
 
 .2 
 
 r 
 
 
 
 1. 
 
 
 -/£- 
 
 
 
 
 U-jf-^J 
 
 \ 
 
 STOCK CUT TO SIZE FOR PEN BOX 
 
BOX PROBLEMS 75 
 
 DIRECTIONS 
 
 a. Cut box board A, for sides of box, %"x1 1", and 
 
 crease as indicated for folds 
 
 b. Make end G, a little thinner by scraping or cutting 
 
 with scissors or knife 
 
 c. Cut straw board B, for bottom of box 
 
 If heavy material be used, it may be given cut to size with 
 a card cutter, or pupils may cut it with a knife and 
 straight edge upon a piece of cloth board 
 
 d. Cut box board C, for sides of cover, %"x12", and 
 
 crease for folds 
 
 e. Cut straw board D, for base of cover 
 
 f. Cut two pieces of plain cover paper E, 1 M"x1 2", 
 
 for finishing outside of box and cover 
 
 g. Cut plain cover paper F, for finishing top of cover 
 
 of box 
 h. Fold A and glue around B with lap G inside, and 
 paste cover paper E around sides and bottom of 
 box and down inside 
 Long creases of E are shown in drawing 
 
 i. Fold C and D in same manner and cover sides 
 j. Paste cover paper F over center of top of cover 
 
 NOTE 
 
 This type of construction is very common for small 
 boxes, but requires careful fitting. It makes a first class 
 problem for repeated work, and may be made in place of 
 number 423. A second box of this type is made by pupils 
 very much better than the first. 
 
76 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 425. Sliding Box 
 
 1 piece of Box board 9 M x 12" 
 1 piece of Cover paper 9"x1 2" 
 1 piece Stay tape 4" long 
 Paste, glue 
 Rule, pencil, scissors 
 
 _ 7 
 s 
 
 \-zi- 
 
 £~ 
 
 CASE FOR BOX, CUT TO SIZE 
 
 CASE FOLDED BOX CUT TO SIZE 
 
 DIRECTIONS 
 
 a. Cut one piece box board 4 n x8%" for case A 
 
 b. Cut one piece of box board 4M M x5M n for box C 
 
 c. Lay out the measurements for case as indicated on 
 
 drawing A 
 
 d. Fold to shape as indicated at B 
 
 e. Spread glue on the inside of the % n fold and glue 
 
 case together 
 
 When glue begins to stick the case may be pressed flat 
 and weighted 
 
 f. Lay out lines % tt from all edges on box board'for 
 
 box C 
 
 g. Cut away corners 
 
 h. Fold up sides and ends 
 
BOX PROBLEMS 77 
 
 i. Cut four pieces stay tape each M" long 
 
 Manilla paper may be used here if desired as in number 
 322 
 
 j. Fasten corners in place with the stay tape or 
 
 with manilla paper 
 k. Cut one piece of the cover paper 5"x9 M to cover 
 
 the case 
 1. Cut strips of cover paper 2" wide and long enough 
 
 to reach around the sides of the box 
 
 This length may be determined by each pupil separately 
 m. Paste these strips of paper around the sides of the 
 
 box in the same manner as in number 42 1 
 
 n. Paste cover paper around case and fold edges in 
 
 at ends 
 
 These ends must be folded in carefully and pressed smooth 
 or the box will catch and tear them up when sliding thru 
 
 NOTE 
 
 By using tough paper instead of the stay tape a closer fit 
 
 may be made and a smoother slide will result. 
 
 The bo»es which have been explained are perhaps 
 sufficiently varied in construction to suggest any type of box 
 which may be desired for primary handwork. Boxes with 
 tied covers have been purposely omitted as being less satis- 
 factory as finished articles or as having only temporary 
 fastenings. This is in line with the stated purposes of the 
 book to emphasize the simpler and more typical and practi- 
 cal problems for school use. 
 
 On the next page is illustrated the entire arrangement 
 of box problems, with names, numbers, and recommended 
 sizes. 
 
78 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 zfirtffcp 
 
 SQUARE BOX AMD CUBE 
 
 RECTANGULAR OPEN BOX 
 
 u. 
 
 32 1 
 
 COVERED SMALL BOX 
 
 123 
 
 
 221 
 
 & 
 
 
 \ 
 
 ^tfss'ii 
 
 miAKMAR 'Wr SMALL 
 
 SQUARE TRAV 
 
 2.2.5 
 
 / V J2~*/>" 
 
 I E 
 
 225 
 
 SOXES WITH REINFORCED CORNERS 
 
 322 
 
 J><g>/" 
 
 322 
 
 /S £'A7 m 
 
 PENCIL BOXES MTH FITTED COVER'S 
 
 323 
 
 323 
 
 323 
 
 2'/2^/Jg 
 
 Z/2£X3$ 
 
 SMALL AND LABSER CAAIDV SOXES 
 
 324 
 
 FOLDING BOX 
 
 s/3g*6 2 ORIGINAL BOX 
 
 POST CARD BOX 
 
 BOX PROBLEMS ARRANGED BY GRADES 
 
 A2\ 
 
 f 
 
 ' A22^ 
 
 
 423 
 
 
 A2A 
 
 
 A 25 
 
 
 3;g//f/j 
 
 
 £*/J/3£ 
 
 
 VHts 
 
 
 
 
 
 i"y o2~k*3 
 
 
 
 
 • ' ^*" • 
 
 
 
 
 _J 
 
 PIN BOX 
 
 WITH CO/i 
 
 f 
 
 7? 
 
 PEN BOX 
 
 MIDING BOX 
 
CARD PROBLEMS 79 
 
 IV 
 
 CARD PROBLEMS 
 
 CARD mounts furnish a fine field for a study of pro- 
 portion in simple and effective arrangements of rect- 
 angular shapes, and they give a good place for the 
 study of color relations. In the study of pictures an interest 
 is added in the making of suitable mounts. In some cases 
 pictures suitable for framing may be mounted by the child- 
 ren. This mounting work may be handled as a subject by 
 itself, and pictures supplied as needed, or in connection with 
 the work in drawing and art study. In many cases the 
 drawings of the children are good subjects for mounting. 
 
 A frequent demand for proper mounts for illustrative 
 matter such as grasses and samples of papers and fabrics is 
 met by having mounts of heavy material made as needed. 
 Magazine illustrations related to school subjects furnish end- 
 less features proper for mounting in the hand work class. 
 Mounts of uniform size for filing enable the teacher or pupil 
 to have availabe at all times supplementary illustrations of in- 
 teresting details of school work. The blue prints and charts 
 mentioned in the note number 433 are especially valuable 
 both as exercises and finished products. While the cutting 
 and placing of pictures and illustrative material do not require 
 much calculation or difficult manipulation, they do require 
 care and accurate judgment and neat workmanship and so 
 have a place in a primary handwork course. 
 
80 PAPER AND CARDBOARD CONSTRUCTION 
 
 Besides the making of mounts, whether of heavy cov- 
 er paper or mounting boards, there are many other problems 
 which may be grouped as card problems, to be made of 
 tag board and heavy cover papers. These are arranged in 
 places in the schools where they can be handled successfully, 
 and it will be seen that they give a good drill upon careful 
 measuring and cutting to the line. The list may be extend- 
 ed indefinitely, especially if compasses be available. The 
 extensive use of the compass is not advised where the pupils 
 are required to make their own designs as they can seldom 
 produce good outlines based upon compass curves. 
 
 The arrangement of card problems and materials by 
 grades is as follows: 
 
 First Grade 
 
 131 Mounted drawings (Heavy cover paper, gray drawing paper) 
 
 132 Book marks (Medium tag board) 
 
 133 Calendar (Heavy cover paper or mounting board) 
 
 Second Grade 
 
 231 Desk blotters (Blotting paper and heavy cover paper) 
 
 232 Photo mount (Heavy cover paper) 
 
 233 Glass cover (Heavy tag board) 
 
 Third Grade 
 
 33 1 Post card (Medium or heavy tag board) 
 
 332 Page holder (Heavy cover paper) 
 
 333 Shipping tags (Heavy tag board) 
 
 Fourth Grade 
 
 43 1 Postal scale ( Marble board and bristol board ) 
 
 432 Folder picture mount (Heavy cover paper or mounting board) 
 
 433 Desk pad (Straw board, heavy cover paper, thin cover paper ) 
 
CARD PROBLEMS 
 
 131. Mounted Drawings 
 
 1 piece Heavy cover paper 9"x 1 2" 
 
 1 piece Gray drawing paper 9 n xl2" 
 
 Paste 
 
 Rule, pencil, crayon, scissors 
 
 
 
 
 
 
 
 
 
 U AST 
 
 
 
 ONE POSSIBILITY FOR FOUR MOUNTS 
 DIRECTIONS 
 
 a. Cut two or more mounts from the 9 n xl2" sheet 
 
 of heavy cover or mounting paper 
 In the cut is shown how (our mounts of different sizes and 
 shapes may be cut from the large sheet 
 
 b. Cut as many pieces of drawing paper as there are 
 
 mounts 
 
 Each piece of drawing paper should be of such size and 
 shape as will look well when mounted 
 
 c. Make drawings on pieces of drawing paper 
 
 d. Mount drawings by fastening the two upper corners 
 
 with a little paste 
 NOTE 
 
 The teacher may determine the number, size, and 
 shape of the mounts. The pupils have a chance to study, 
 under the teacher's direction, the size and proportion of the 
 
tSZ PAPER AND CARDBOARD CONSTRUCTION 
 
 pieces of drawing paper when these are being cut to size. 
 Color is important here. To simplify matters for public 
 school work the mounting paper may be of a medium or 
 dark gray and the drawing paper of a lighter gray. The 
 same idea works out well in tones of brown. 
 
 The directions given above may be reversed and after 
 drawings are made and drawing paper cut, the mounts may 
 be made of suitable size and proportion to fit the drawings. 
 
 132. Book Marks 
 
 I piece Medium tag board 6"x9" 
 Rule, pencil, scissors 
 
 n 
 
 n 
 
 n 
 
 w 
 
 FOUR BOOK MARKS FROM 6 n x9 » STOCK SAME PIECES WITH OTHER BORDERS 
 
 DIRECTIONS 
 
 a. The teacher should determine beforehand several 
 
 rectangular shapes which can be cut from the 
 6"x9" piece 
 
 Four pieces of different sizes and shapes are shown in the 
 drawings 
 
 b. Have the pupils lay off on the piece of tag board, 
 
 shapes as nearly as possible like those shown by 
 
 the teacher 
 
 This laying out is done without measuring. The teacher 
 
 should indicate the method of procedure by making a 
 
 drawing on the blackboard 
 
CARD PROBLEMS 
 
 c. After all the pieces are cut to the desired rectangu- 
 
 lar shapes, lines are drawn across the corners 
 with the rule to indicate the parts to be cut 
 away 
 
 d. Some simple line or band decorations may be put 
 
 on with pencil or crayon 
 
 NOTE 
 
 In place of following the teacher's arrangement of 
 shapes from a blackboard drawing, pupils may be encour- 
 aged to make their own designs and border decorations. 
 In some cases other forms of decoration may be attempted, 
 if the teacher be competent to set adequate limitations. 
 
 133. Calendar 
 
 I piece Heavy cover paper, 6 H x9", or heavy mounting 
 
 paper 
 1 Calendar about 1 M"x2" 
 1 Picture, — halftone or photograph 
 Paste 
 Rule, pencil, scissors 
 
 DIRECTIONS 
 
 a. Cut mount to size and shape which 
 
 is determined by the size and 
 shape of the picture combined 
 with the size and shape of the 
 calendar pad 
 
 b. Consider the spaces left at the sides 
 
 and top and bottom, consider 
 also the proportion of these spaces 
 with the spaces occupied by the 
 
 
 
 
 
 
 
 oppoft 
 
 
 
 
 picture and pad 
 
 TYPICAL ARRANGE- 
 MENT OF MOUNT 
 
84 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 c. When picture and pad are satisfactorily located 
 
 make light pencil marks at the corners in order to 
 know just where they are to be replaced in pasting 
 
 d. Paste picture in place 
 
 e. Paste calendar in place 
 NOTE 
 
 A piece of mounting board may seem more suitable, 
 especially if one wishes to stand the calendar upon a shelf. 
 
 231. Desk Blotters 
 
 1 piece Blotting paper 9"x 1 2" 
 
 1 piece Heavy cover paper 6 n x9" 
 
 2 Long narrow pictures about Wx5^s n 
 Paste, colored cord (or narrow ribbon) 
 Rule, pencil, scissors, punch 
 
 BLOTTERS TIED UNDER COVER 
 
 DIRECTIONS 
 
 a. Cut four pieces blotting paper each 3 n x8 n 
 
 b. Cut two pieces heavy cover paper each 3 n x8" 
 
 c. Punch holes at each end and tie one piece of 
 
 cover paper over two pieces of blotting paper 
 with colored cord or narrow ribbon; make two 
 models 
 
 d. Trim pictures to desired size and paste in place 
 NOTE 
 
 One of these may be used by the pupil, and the other 
 used as a gift, or saved for exhibit purposes. 
 
CARD PROBLEMS 
 
 232. Photo Mount 
 
 1 piece Heavy cover paper 6"x9" 
 
 Unmounted photograph or small colored poster 
 
 or a colored magazine illustration 
 A black and white halftone or line drawing will do if noth- 
 ing else be available 
 Paste 
 Scissors 
 
 SUGGESTIONS FOR PROPORTION IN MOUNTING PANEL PICTURES 
 DIRECTIONS 
 
 a. Cut out picture 
 
 b. Select suitable color in mounting paper 
 
 Dark colors can best be used with photographs and with 
 colored pictures. White and lighter colors are suitable 
 for line drawings and halftones. Gray is more likely to 
 be used successfully than any other color. Black may 
 be used in place of dark colors 
 
 c. Cut mount in good proportion and paste 
 
 Get variation in sizes, and have bottom margin larger than 
 side margin. Avoid over crowding and too striking con- 
 trasts 
 
 OTHER SUGGESTIONS FOR MOUNTING 
 
86 
 
 NOTE 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 In case there are any especially good pictures, they 
 may be mounted first upon paper with a narrow margin and 
 then mounted upon the larger mount as illustrated at the 
 left and right of both drawings. 
 
 233. 
 
 Glass Cover 
 
 1 piece Heavy tag board 6"x9" 
 
 Rule, pencil, scissors (also compass if available) 
 
 A 
 
 / c \ 
 
 3g*3g 
 
 
 \ / 
 
 X 
 
 a 
 
 \ 
 
 / L 
 
 
 \ 
 
 / 
 
 6"x9" STOCK LAID OUT 
 
 MARKING 
 
 COMPLETED 
 
 CTIONS 
 
 OCTAGON 
 
 COVERS 
 
 a. Lay out from drawing 
 
 
 
 Make A and B 3" square, make C 33^" square, next to A 
 and at the top of card, make D 3}^" square, from lower 
 right corner of card 
 
 b. Cut out A, B, C, and D 
 
 A and B are to be cut into regular octagons later, C and 
 D will remain only approximately regular 
 
 c. Lay out square A as a regular octagon from second 
 
 drawings 
 
 Draw diagonals and measure distance from corner to 
 center with strip of paper or tag board, lay this out 
 from each corner along adjacent sides as shown for one 
 corner in the drawing, connect the points as indicated, 
 cut off comers 
 
 d. Decoration by means of border lines or simple cen- 
 
 ter pattern may be added 
 
CARD PROBLEMS 
 
 87 
 
 NOTE 
 
 A convenient use for this model is to cover a glass of 
 liquid, which for any reason, as for sickness, must remain for 
 a time unused. If compasses be available, the octagon 
 may be laid out more easily by swinging the distances from 
 the corner with them. In place of an octagonal cover, a cir- 
 cular one may be made with a radius of 1 K" or 1 M". 
 The decorations may be made with a brush and water 
 color or with pen and ink or with pencil. 
 
 331. Post Card 
 
 1 piece Medium or heavy tag board 6"x9" 
 Rule, pencil, scissors 
 
 
 THREE STYLES OF POST CARD 3%"x53 
 
 DIRECTIONS 
 
 a. Lay out and cut to size one or two cards 
 
 Sizes may vary from 3"x5" to 33^"x6" 
 
 b. Put border along top or around the card with rule 
 
 and pencil 
 
 Pen and ink or water color may be used in place of pencil 
 
 c. Address the card to self or to a friend 
 
 If to be used to send a message to a friend, note may be 
 written and stamp affixed in class, and information given 
 regarding postal rates and the postal system 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 332. Page Holder 
 
 1 piece Heavy cover paper 6"x9" (or 3 n x6") 
 Rule, pencil, scissors, punch 
 
 A few punches will be enough for the whole class 
 
 2"x6» STOCK LAID OUT FINISHED PIECE 
 
 DIRECTIONS 
 
 a. Lay out vertical measurements 
 
 See first drawing 
 
 b. Lay out horizontal measurements and punch four 
 
 holes as illustrated 
 See second drawing 
 
 c. Cut inside lines for tab, cut corners from tab at 
 
 C C, and cut outside corners B B 
 
 See last drawing 
 NOTE 
 
 Two of these may be made, or one may be changed 
 to other proportions. If the 3 n x6" stock be used, only one 
 can be made of the given size. The use of the page holder 
 as a marker in a book or magazine is obvious. 
 
 333. Shipping Tags 
 
 1 piece Heavy tag board 6"x9" 
 
 1 piece String 1 n long for fastening 
 
 Glue 
 
 Rule, pencil, scissors 
 
 a 
 
 *■*- 
 
 TAG LAID OUT TO SIZE 
 
CARD PROBLEMS 
 
 DIRECTIONS 
 
 a. Cut four pieces of tag board each 2M"x4" 
 
 b. Cut eight pieces of tag board each M n x^" 
 
 c. Draw center lines lengthwise of each large piece 
 
 d. At two end corners lay off points K n each way 
 
 and connect these points with lines 
 See right of drawing 
 
 e. Cut on these lines 
 
 f. On center line /£" from end, glue one of the small 
 
 pieces of tag board. Glue another on the other 
 side directly under the first square 
 
 g. Punch a hole thru these squares when the glue is 
 
 dry 
 h. Pieces of string or wire may be put in ready for 
 use 
 NOTE 
 
 Very often there are small pieces of tag board that are 
 left from other exercises which may be used in making the 
 shipping tags. It may be well in small classes to use an 
 eyelet to add strength. Other shapes may be made, 
 especially increase in length. 
 
 431. Postal Scale 
 
 1 piece Marble b< 
 1 piece Bristol board 6"x9" 
 1 piece String 30" long 
 
 1 Top shot wad or small square of Marble board 
 30 pieces Heavy tag board 3"x6' ? 
 For use of entire class for weights 
 Glue, 2 eyelets 
 
 Rule, pencil, scissors, punch, compass 
 A strip of paper with a pin thru one end and a pencil point 
 thru the other will serve for a compass 
 
90 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 FINISHED POSTAL SCALE 
 
 DIRECTIONS 
 
 a. Cut one piece marble board 5/^"x8/^ n 
 
 b. Cut one piece bristol board same size 
 
 c. Rub a thin coat of glue on the marble board, place 
 
 bristol board on the glued surface and press hard 
 Glue must be spread evenly and boards placed under a 
 heavy weight 
 
 d. When glue is dry, draw center line lengthwise of 
 
 bristol board 
 
 e. Measure down 3^" on center line for hole at A 
 
 Punch and set eyelet 
 
 f. Locate hole at B 
 
 Put in eyelet % n from top and 1%" from center line 
 
 g. Cut one piece of string about 6" long and tie in 
 
 hole at A 
 
 This is to be made into a loop for hanging 
 h. Thread the remaining string thru the hole at B 
 i. Punch a small hole in the center of the paste board 
 
 shot wad and thread both ends thru it 
 
 Tie a knot at the ends of the string at D 
 
CARD PROBLEMS 91 
 
 j. Locate the lines at E as follows: Take as many 
 pieces of tag board 3"x6" as will weigh one ounce 
 and place in the string at F; now suspend the 
 scale by the short string in A and place a point 
 at E which shall represent one ounce on the scale. 
 A two ounce mark or a half ounce mark may be 
 located in the same manner with the proper num- 
 ber of card weights 
 
 NOTE 
 
 This scale may be used to weigh letters and parcels 
 up to two or three ounces and if made carefully is quite re- 
 liable. If possible, the work should be placed in some sort 
 of clamp or press as soon as it is glued. If nothing better 
 be available heavy weights may be used. Always place 
 clean pieces of paper on each side of the work while it is 
 being pressed. 
 
 If a simpler process be desired, a piece of heavy tag 
 board or heavy bristol board may be used alone, thus doing 
 away with the difficulty of gluing. 
 
 432. Folder Picture Mount 
 
 1 piece Heavy cover paper 6"x9" 
 
 Or 9 M xl2" if necessary 
 1 piece Cover paper 6"x9" 
 
 Of different color than above 
 Paste 
 Rule, pencil, scissors 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 
 
 
 
 
 V'- 
 
 □ 
 
 TWO FOLDERS OPEN TO SHOW MOUNTING 
 
 FOLDER CLOSED 
 
 DIRECTIONS 
 
 a. Cut inside mount for picture and paste at top 
 
 Allow a little distance at sides and top and rather more at 
 the bottom, being sure that the color goes well with the 
 picture 
 
 b. Cut outside folder, crease, and paste mounted pic- 
 
 ture on right inside page of folder 
 Select color that will go well with both picture and inside 
 mount, and be careful of proportions 
 
 c. Outside of folder may be given a simple decora- 
 
 tion if desired 
 See drawing at right 
 
 NOTE 
 
 If intended to stand upon a shelf or table it will be 
 better to use mounting board or heavy mounting paper in 
 place of the cover paper. 
 
 433. Desk Pad 
 
 1 piece Straw board 8"xl 1", cut from 9"x12 n 
 
 1 piece Heavy cover paper ^x^" 
 
 1 piece Heavy cover paper (different color), or 
 
 binders' cloth 6"x9 n 
 1 piece Thin cover paper 9"xl2 n 
 1 piece Blotting paper 9"x 12" 
 Paste, glue 
 Rule, pencil, scissors 
 
CARD PROBLEMS 
 
 STEPS IN MAKING DESK PAD— 8 "x 11" 
 
 DIRECTIONS 
 
 a. Place the piece of heavy cover paper on the straw 
 board and cut the corners off as shown in the 
 drawing at A 
 
 The corners should be cut far enough away from the cor- 
 ners of the straw board so that when the paper is folded 
 over the edges it will completely cover the straw board 
 at the comers 
 
94 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 b. Paste the folded edges of the paper down to the 
 
 straw board as shown at B 
 
 c. Cut one piece of heavy cover paper, or the binders* 
 
 cloth, 5M"x5/^ n to make the four corners 
 
 d. Make the corners as follows: (See drawing below) 
 
 1 . Fold bottom edge to top edge and crease; open 
 again 
 
 2. Fold left edge to right edge and crease; open 
 again 
 
 3. Fold in each edge about H n and crease; open 
 again 
 
 4. Cut off corners within V^ of intersections of last 
 folds 
 
 5. Cut on the folds thru the center of the sheet 
 which will divide the paper into four equal parts 
 
 6. Fold "a" to "b" in each section 
 
 e. Fasten corners in place using paste or glue under 
 
 folds only, as shown at E on page 93 
 
 f. Cut one piece of thin cover paper 7M n xlOM n 
 
 g. Paste this in place and press firmly as at C 
 
 The front of the desk pad is shown at D 
 
 NOTE 
 
 A sheet of blotting paper 8"x 1 1 " may be cut and 
 placed at D if desired. In addition to the desk pad, it may 
 be well to make large mounts for blue prints and charts and 
 other illustrative material. 
 
 Upon the opposite page are shown the full number of 
 card problems which have been suggested. 
 
131 
 
 CARD 
 
 PROBLEMS 
 
 
 132 
 
 132 
 
 132 
 
 n I 
 
 | l 
 
 (ft 
 
 II 
 
 u 
 
 
 J 
 
 Eac 
 BOO 
 
 h — 4g L ong 
 
 K MARKS 
 
 96 
 
 133 
 
 
 
 
 
 
 
 
 
 
 
 CAiSJDAR 
 
 
 
 <*£>' 
 
 mowed sm/ms 
 
 CALENDAR 
 
 23 
 
 111 \i 
 
 a-fS* BLOTTERS 
 
 232 
 
 
 
 
 
 
 
 
 jfx 
 
 6 ' 
 
 PHOTO MOUNT 
 
 233 
 
 GLASSCMR 
 
 33 1 
 
 n 
 
 » 
 
 rasr £v*/pz> 
 
 332 
 
 ^32 
 
 I --^T? I :=== ^J 
 
 PAGE HOLDERS 
 
 333 
 
 
 SHIPPING TAG 
 
 A3\ 
 
 432 
 
 433 
 
 CARD PROBLEMS ARRANGED BY GRADES 
 
96 PAPER AND CARDBOARD CONSTRUCTION 
 
 V 
 
 ENVELOPE PROBLEMS 
 
 ENVELOPES and paper sacks are typical problems for 
 paper construction and are varied enough in shape to 
 suit the abilities of pupils of different ages. The mak- 
 ing of envelopes is of importance industrially, altho, of course, 
 automatic machinery takes the place of most of the hand 
 processes. Yet there is enough similarity between the hand 
 and the machine process to make the type of construction 
 evident. Careful "laying out", cutting, folding, and gluing 
 are necessary for successful work and must be insisted upon 
 at all times. 
 
 To keep up the interest in the making of envelopes, 
 several forms are introduced, and the uses of the finished 
 envelopes are different. Mailing envelopes are made in 
 many shapes and sizes and from different materials. Filing 
 envelopes are made in different proportions to fit particular 
 uses, and increasing in difficulty as different school grades are 
 reached. Paper sacks are included with the envelope pro- 
 blems as they are of the same general character. 
 
 Many uses for the envelopes and sacks will suggest 
 themselves and different constructions may be made as other 
 needs appear. It is hoped that teachers will find in these 
 outlines constant hints for new ways to attack the problems 
 in paper and card board work, but it is also expected that 
 a reasonable number will always have a definite line of 
 problems to present to pupils, and will not hesitate to give 
 such directions as will make the work clear to the pupil. 
 
ENVELOPE PROBLEMS 97 
 
 More freedom may well be allowed in the uses of the en- 
 velopes as made, than in the methods of making them. As 
 suggested for the card problems, there is a good deal of il- 
 lustrative material which should be saved for future reference, 
 and which if mounted or saved in envelope files would be 
 convenient of access as needed. Certain of the envelope 
 files will be found convenient for newspaper clippings, and 
 others for magazine illustrations. 
 
 The arrangement of envelope problems by grades is as 
 follows: 
 
 First Grade 
 
 141 Envelope folder (Thin tag board or heavy cover paper) 
 
 142 Square envelope (Book paper or cover paper) 
 
 143 Pocket for clippings (Thin tag board) 
 
 Second Grade 
 
 24 1 Paper sack (Thin cover paper or manila wrapping paper) 
 
 242 Mailing envelope (Bond paper or flat writing paper) 
 
 243 Long mailing envelope (Bond paper) 
 
 Third Grade 
 
 34 1 Photo filing envelope (Light or medium tag board) 
 
 342 Long filing envelope (Medium tag board) 
 
 343 Large filing envelope (Medium or heavy tag board) 
 
 Fourth Grade 
 
 441 Sack with folds (Thin cover paper) 
 
 442 Flat envelope file (Medium tag board, binders' cloth, cloth 
 board, marble paper) 
 
 443 Book envelope file (Medium tag board, cloth board, binders' 
 cloth, marble paper) 
 
98 PAPER AND CARDBOARD CONSTRUCTION 
 
 141. Envelope Folder 
 
 1 piece Thin tag board or heavy cover paper 
 
 6"x9" 
 Paste 
 Rule, pencil, scissors 
 
 [c . - & 
 
 FOLDER CUT TO SIZE 
 
 PARTLY FOLDED 
 
 FINISHED 
 
 DIRECTIONS 
 
 a. Place the sheet of paper with the long edges in a 
 
 horizontal position 
 
 b. Fold left edge nearly to center of sheet and crease 
 
 c. Fold right edge nearly to center of sheet and crease 
 
 d. Open to original position 
 
 e. Fold bottom edge up nearly two-thirds of the dis- 
 
 tance to the top edge and crease 
 
 f. Fold top edge down nearly to folded edge at bot- 
 
 tom, crease and open 
 
 g. Cut away corners as indicated in drawing at A, B, 
 
 CD 
 
 These cuts may be made at an angle as shown in drawing, 
 or they may be made on folded lines 
 h. Refold all parts 
 
ENVELOPE PROBLEMS 
 
 NOTE 
 
 Different shaped folders should be made if time per- 
 mit. It may be well to apply paste for about one-half inch 
 in width along the inside edge of bottom lap and press firmly 
 in place to make a regular envelope in place of the envelope 
 folder. 
 
 142. Square Envelope 
 
 1 piece Book paper or cover paper 9"xl2" 
 
 Paste 
 
 Rule, pencil, scissors 
 
 i y s 
 
 
 • / 
 
 * o 
 
 / 
 
 / 
 
 / 
 
 • \ y 
 i y N 
 
 y 
 
 y 
 
 
 
 1 N. ' 
 
 X ' N 
 
 i X. / 
 
 if- . 
 
 \ y 
 
 y *>. 
 
 _ _ _ ^j 
 
 
 
 / \ 
 f \ 
 
 Vs 
 
 STEPS IN MAKING SQUARE ENVELOPE 
 
100 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 DIRECTIONS 
 
 a. Fold one short edge to one long edge and crease 
 
 on diagonal fold 
 
 b. With paper in this position cut away the three inch 
 
 strip 
 
 This leaves the paper 9" square 
 
 c. Fold the other diagonal 
 
 d. Fold A to B, and C to D 
 
 As shown in first drawing 
 
 e. Fold bottom up, — E to F 
 
 As shown in second drawing 
 
 f. Fold top down, — I to J 
 
 As shown in third drawing 
 
 g. Open top part back to original position, and with 
 
 rule draw pencil line from K to L, and M to L 
 h. Open all folds and cut away portions G and H 
 i. Fold in sides and paste at D 
 j. Apply paste at edges of bottom fold and press into 
 place 
 NOTE 
 
 Step "h" may be omitted to simplify the work and the 
 paper left square but the folds will be more clumsy 
 
 143. Pocket for Clippings 
 
 1 piece of Thin tag board 9 n xl2 n 
 
 Paste 
 
 Scissors 
 
 POCKET CUT TO SIZE 
 
 POCKET FOLDED 
 
ENVELOPE PROBLEMS 
 
 101 
 
 DIRECTIONS 
 
 a. Cut sheet to 9 n x9" as directed in 1 42, "a" and 'V 
 
 b. Fold other diagonal 
 
 c. Fold in the four corners about one-half inch past 
 
 the center of the sheet, and in the following order, 
 — A, B, C, D, as shown in drawing 
 
 d. Unfold top part, D 
 
 e. Cut on fold E F 
 
 f. Paste as in 1 42 
 
 241. Paper Sack 
 
 1 piece Thin cover paper or manilla wrapping 
 
 paper 9"x 12" 
 
 Paste 
 
 Rule, pencil, scissors 
 
 ZT-1 
 
 PAPER SACK CUT TO SIZE 
 DIRECTIONS 
 
 a. Place the sheet of cover paper with the long edges 
 
 in a horizontal position 
 
 b. Fold the left edge to within about one inch of the 
 
 right edge and crease 
 
 c. Fold the remaining one inch to the left and crease 
 
103 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 d. Fold the bottom up about one inch and crease 
 
 e. Open the whole sheet and cut away the parts as 
 
 shown in the drawing 
 
 f. Refold in the same order and paste the laps on the 
 
 outside 
 NOTE 
 
 If desired small notches may be cut in the top edge 
 after it is pasted to give a closer resemblance to the usual 
 form. 
 
 242. Mailing Envelope 
 
 1 piece Bond paper or flat writing paper 9 n xl2 n 
 
 Paste 
 
 Rule, pencil, scissors 
 
 ENVELOPE CUT TO SIZE 
 
 ENVELOPE FOLDED 
 
 a. 
 
 DIRECTIONS 
 
 With sheet on desk and long edges in horizontal 
 position, lay out as indicated in drawing 
 The following order is suggested: 
 
 (1) Locate and draw horizontal lines, making measurements 
 from the bottom of the sheet 
 
 (2) Locate and draw vertical lines, making measurements 
 from left edge of sheet 
 
 (3) Locate and draw slanting lines 
 
ENVELOPE PROBLEMS 
 
 103 
 
 b. Call attention to all cutting lines and consider shape 
 
 c. Cut to lines 
 
 d. Fold on light lines 
 
 e. Consider final shape 
 
 f. Paste end laps 
 
 g. Paste bottom lap 
 
 243. Long Mailing Envelope 
 
 1 piece Bond paper 9"xl2 n 
 
 Paste 
 
 Rule, pencil, scissors 
 
 ENVELOPE CUT TO SIZE ENVELOPE FOLDED 
 
 DIRECTIONS 
 
 a. Lay out in same manner as 242 
 
 Do not consider rounded corners until whole problem is 
 laid out in straight lines 
 
 b. Lay out rounded corners with pencil without meas- 
 
 urements 
 
 The teacher should show on the blackboard how much the 
 corners are to be rounded 
 
 c. Cut to shape 
 
 d. Fold and paste as in 242 
 
 341. Photo Filing Envelope 
 
 1 piece Light or medium tag board 6"x9" 
 
 Glue 
 
 Rule, pencil, scissors 
 
104 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 PHOTO FILING ENVELOPE 
 DIRECTIONS 
 
 a. Locate and draw lines for folds as indicated in the 
 
 drawing, — the first K n and the second 4M" from 
 the left edge 
 
 b. Locate and draw a line M n from the bottom edge 
 
 and parallel to it 
 
 c. Draw the short slant lines as indicated 
 
 d. Consider the shape to which the material is to be cut 
 
 e. Cut on lines indicated 
 
 f. Fold on light lines and consider final appearance 
 
 g. Spread glue on laps and press firmly in place 
 
 NOTE 
 
 The bottom should be folded up on the outside while 
 the lap on the side may be folded either on the inside or on 
 the outside. This envelope is suitable for filing 4 n x5 n dry 
 plates or films or unmounted photographs. Mounted photo- 
 graphs not over 4 M n x5M B can be filed comfortably in an 
 envelope of this size. 
 
 342. Long Filing Envelope 
 
 1 piece Medium weight tag board 6"x9 n 
 
 Glue 
 
 Rule, pencil, compass, scissors 
 
ENVELOPE PROBLEMS 
 
 105 
 
 Y 
 
 
 
 '\r-2f— 
 
 \ / 
 
 X 
 
 ■) 
 
 LONG FILING ENVELOPE 
 DIRECTIONS 
 
 a. Lay out lines for folds and cuts according'to dimen- 
 
 sions on the drawing 
 
 The order of procedure is suggested by directions in num- 
 ber 341 
 
 b. Draw center line as shown in drawing 
 
 c. With compass set at 1 M" radius describe an arc 
 
 as shown at A. The center for this arc will be 
 outside the sheet of tag board and any piece of 
 waste paper may be used on which to extend the 
 center line. The location of this center may be 
 determined by the pupil 
 
 d. Cut, fold, and glue in same manner as in number 
 
 341 
 
 343. Large Filing Envelope 
 
 1 piece Medium or heavy tag board 9"x12' 
 
 Glue 
 
 Rule, pencil, scissors 
 
106 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 Jl 
 
 P 
 
 *g 
 
 \ V 
 
 \ 
 
 ** - 
 
 Z± 
 
 H 
 
 / 
 
 , c 
 
 ^J 
 
 LARGE FILING ENVELOPE 
 
 DIRECTIONS 
 
 a. Place the sheet of tag board on the desk with the 
 
 short edges in a horizontal position 
 
 b. Begin at left edge and make measurements on both 
 
 top and bottom as follows, — 2% n from left edge, 
 4M n from last point located, then 2^" from last 
 point 
 
 c. Draw vertical lines thru these points 
 
 d. In the same manner locate and draw the horizontal 
 
 lines 
 
 e. Locate points and draw lines for the slanting cuts 
 
 f. Consider final shape before cutting 
 
 g. Cut to shape indicated by heavy lines 
 h. Fold on light lines 
 
 i. Consider the construction of the finished envelope 
 
 as shown in the second drawing 
 j. Apply a thin coat of glue to the laps and press 
 
 firmly in place 
 
 The top lap is left without gluing 
 
ENVELOPE PROBLEMS 
 
 107 
 
 441. Sack with Folds 
 
 1 piece Thin cover paper 9"x12" 
 
 Paste 
 
 Rule, pencil, scissors 
 
 
 
 
 
 i 
 
 1 
 
 1 <z- 
 
 
 <z-'\ 
 
 A 
 
 
 
 1 e 
 
 
 
 
 *0) 
 
 
 
 b'\ 
 
 
 
 
 \-2i + 
 
 *2i' 
 
 *1 
 
 -4 ' " *. 
 
 — tg- 
 
 &\ 
 
 
 
 ^3 " 
 
 
 I 
 
 
 
 
 
 L__J 
 
 /2" 
 
 
 e 
 
 B 
 
 
 y 
 
 £ 
 
 STEPS IN MAKING SACK WITH FOLDS 
 DIRECTIONS 
 
 a. Place the sheet on the desk with the long edges in 
 
 a horizontal position 
 
 b. Fold the left edge over to right 4/^", a to a' 
 
 c. Fold right edge to left 8M", b to b' 
 
 x represents the end view when folded 
 
 d. Paste the lap a' b' from end to end 
 
108 PAPER AND CARDBOARD CONSTRUCTION 
 
 e. When the paste is sufficiently dry move the lap 
 
 joint to the right 1 M" and crease edges in this 
 
 position 
 
 Shown in B, and in end view "y" 
 
 f. Consider opening in rectangular form as at C which 
 
 is an end view 
 
 g. Fold in sides as shown at D and press flat 
 h. Fold up bottom about 1 " as at E 
 
 i. Cut away the unnecessary material in this fold and 
 paste as shown in F 
 Only one thickness of paper should be left to paste 
 
 442. Flat Envelope File 
 
 4 pieces Medium tag board 9"xl 2" 
 1 piece Cloth board 9"x 12" 
 
 These may be cut to sizes required 
 1 piece Binders' cloth 6 n x 1 8" 
 1 piece Marble paper 9 n xl2 
 Paste, glue 
 Rule, pencil, scissors 
 
 DIRECTIONS 
 
 a. Lay out four envelopes from tag board according to 
 
 dimensions in drawing 
 
 b. Fold on light lines with part A folded first 
 
 This brings the visible edge of the joint in the center of the 
 envelope as shown in drawing at B 
 
 c. Fold up bottom lap 
 
 d. Glue each joint carefully and place under a weight 
 
 until dry 
 
 e. Lay out curve at top end of envelope and cut to 
 
 line as shown at B 
 
 f. Cut binders' cloth to size for the folded hinge at 
 
 bottom ends of envelopes 
 
 At F and G are shown two methods of hinging. At F 
 the file is used without the cover boards, while at G the 
 folded hinge is fastened into a cloth covered case. An- 
 
ENVELOPE PROBLEMS 
 
 109 
 
 ^i-U/4— 
 
 \ / 
 
 1 
 
 N 
 
 £■ V<^ 
 
 
 / !\ 
 
 I r—Jj . I t I 
 
 ^ *i — ^k_^-*j L 
 
 c 
 
 D 
 
 L 
 
 Si 
 
 
 1 , 
 1 ! 
 
 1 
 
 1 
 -1. - 
 
 T 
 
 
 i 
 
 ■?£■ 
 
 — 4— /*£. 
 
 v^' : 
 
 THREE STEPS IN MAKING FLAT ENVELOPE FILE 
 
110 PAPER AND CARDBOARD CONSTRUCTION 
 
 other form of this case is shown at H with a lap around 
 one end, this being the form for which material is in- 
 cluded in foregoing list. If hinge is to be made as at F, 
 cut the binders' cloth as shown at C, 5 n x7 n and make 
 folds 3^" apart alternating up and down; if as at G, cut 
 as shown at E, 5"x9" and fold in same manner 
 
 g. Apply glue to envelopes and set into folds of bind- 
 ers' cloth 
 See illustrations at F and G 
 
 NOTE 
 
 If a cover is desired it may be made as shown at Q 
 by fastening two pieces of cloth board or marble board to- 
 gether with a piece of binders' cloth 4"x5" D, and gluing 
 the hinges on the inside of the board covers. Another form 
 of cover is shown at H. Here binders' cloth may be used 
 for the hinges only or the whole cover may be covered with 
 it. Corners may also be made as an additional problem. 
 Covers should be lined with marble paper. 
 
 If much filing is to be done a filing case as shown in 
 the drawing on next page will be found convenient. 
 
 This case is made as follows: 
 
 a. Cut soft wood base M"x5% n x1 1M" 
 
 b. Cut two soft wood ends M M x5^ M x8% n 
 
 c. Cut two cloth board sides each 8%"x12 M 
 
 Use No. 15, 20 or 25 stock 
 
 d. Fasten the ends of the base with 1 M M brads 
 
 e. Fasten the sides to ends and base with M" flat 
 
 heads, thin 
 
 f. Cover corners with stay tape or 1 M" strips of bind- 
 
 ers' cloth 
 
 g. Cover sides and ends with marble paper or cover 
 
 paper 
 
ENVELOPE PROBLEMS 
 
 111 
 
 2. 
 
 ^5~ 
 
 °0 
 
 r 
 
 1 
 
 1 
 V ! 
 
 i 
 
 i 
 1 
 
 1 
 
 t 
 
 :tr:\ 
 
 i 
 
 DESK FILING CASE FOR 5"x7^ n ENVELOPES 
 
 It may seem desirable to line the case with marble 
 paper or cover paper to make a better inside appearance. 
 In this case, either the outer or inner paper should be car- 
 ried over the top edge. 
 
 443. Book Envelope File 
 
 4 pieces Medium weight tag board 9"xl2" 
 
 2 pieces Cloth board 3M»x8 M (cut from 9"xl2 n ) 
 
 1 piece Binders' cloth 9"x12" 
 
 1 piece Marble paper 9"x12 M 
 
 Paste, glue, eyelets, string 
 
 Rule, pencil, scissors, eyelet punch 
 
112 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 y/^ 
 
 
 \ 
 
 -f 
 
 
 
 
 ,1 
 
 1 
 
 
 
 
 T 
 1 " 
 
 I 
 
 \ / 
 
 
 ~*g'-i 
 
 ^■fg-r* 
 
 +-*/~ 
 
 *=?/- 
 
 
 -« 
 
 
 A?' — 
 
 
 
 
 K-i 
 
 ^ ii 
 
 ENVELOPE AND CASE FOR BOOK ENVELOPE FILE 
 DIRECTIONS 
 
 a. Lay out four envelopes from tag board according 
 
 to dimensions given in drawing 
 For order of operations in laying out envelopes see number 
 242, on page 102 
 
 b. Fold and glue 
 
 Fasten bottom lap over end laps as illustrated above 
 
 c. Punch holes and set eyelets in envelopes 
 
 Locate holes near bottom corners 
 
 d. Cut binders; cloth to 9'^IOM" 
 
 Save remaining strip for "i" on the next page 
 
ENVELOPE PROBLEMS 113 
 
 e. Place the two pieces of cloth board on the binders' 
 
 cloth and make pencil lines around them 
 Make sure that the distance between the boards is the same 
 OM") at both top and bottom 
 
 f. Cut corners away as shown 
 
 Enough cloth should be left at the corners so that when it 
 is folded it will completely cover the cloth board 
 
 g. Apply glue to the cloth board and press into place 
 
 Glue must be spread thinly and evenly 
 h. Fold cloth over edges of boards, and glue 
 i. From remaining strip of binders* cloth, cut a piece 
 
 This is to be glued down the center of the back, inside, to 
 make the hinge stronger and more durable 
 j. Cut two pieces of marble paper 3/£"x7M M 
 k. Paste marble paper inside of covers H 9 from edges 
 1. Punch holes in cover in such positions as will coin- 
 cide with the holes in the envelopes, and set 
 eyelets 
 
 There should be a margin between the outer edges of the 
 envelopes and the edges of the cover of about %" 
 m. A shoe lace or piece of strong black cord may be 
 used to hold envelopes in place in the cover 
 
 NOTE 
 
 The envelope problems suggested on the preceding 
 pages represent some variety in an important line of paper 
 construction. Other styles and shapes will suggest them- 
 selves. 
 
 On the next page the full sequence of envelope 
 problems is arranged for comparative study. 
 
114 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 ENVELOPE EOLbEFt 
 
 142 
 
 \43 
 
 SQUARE ENVELOPE 
 
 pocnet sw cufma 
 
 24\ 
 
 242 
 
 243 
 
 >~^ 
 
 
 <*~2d$&> 
 
 
 
 MAILING ENVELOPE 
 
 LONG NWUNC ENVELOPE 
 
 342 
 
 nm 
 
 LONG FJLING ENVELOPE 
 
 343 
 
 I 4JJ7jf\ 
 
 LARGE FILWC ENVELOPE 
 
 44 I 
 
 44Z 
 
 <443 
 
 3AOf WITH FOLDS 
 
 FLAT ENVELOPE FILE 
 
 BOON ENVELOPE FILE 
 
 ENVELOPE PROBLEMS ARRANGED BY GRADES 
 
PLANNING OF COURSES 115 
 
 VI 
 
 PLANNING OF COURSES 
 
 VW/HILE the preceding chapters describe what may 
 W seem to be desirable sequences for use in schools, 
 the authors do not wish to recommend that all 
 teachers who use the book shall follow such an arrangement, 
 but prefer to have the book suggestive to any one who may 
 have the work of planning courses in paper and cardboard 
 construction. Such courses will vary as the point of view 
 varies. The educational ideals of a community, the re- 
 quirements of a superintendent, or the particular interests of 
 the supervisor may affect the whole scheme of organization. 
 After an analysis of the fundamentals in planning a course 
 and a brief statement of some of the recognized points of 
 view, four schemes are given as typical outlines of courses 
 of study. 
 
 FUNDAMENTALS IN PLANNING 
 In planning a course of study in any subject, the first 
 matter demanding attention is the formulation of definite 
 aims which may be accomplished thru the course. The 
 more definite and specific these become the better can a 
 course be adjusted to meet them. The ideals of the local 
 school system may form the background for this determina- 
 tion, the point of view of its officers and the training and 
 experience of the special supervisor must all be considered; 
 the details of the regular course of study and of the school 
 administration and the wishes of teachers in the lower grades 
 
116 PAPER AND CARDBOARD CONSTRUCTION 
 
 all effect the purpose and scope of the course, but these 
 are only a starting point for a systematic statement of such 
 particular aims as can reasonably be expected to have a 
 place in a rational course of study. 
 
 The supervisor's first duty then is to determine the 
 purpose of the course as a whole and the purposes of the 
 different parts of such course, either by grades or by prin- 
 cipal divisions of the subject. Some of the purposes for 
 the course as a whole are named in the next section as 
 "Points of View." The purpose back of this book is in- 
 dicated in the introduction. Purposes for the principal di- 
 visions of paper and cardboard work as described here are 
 given at the beginning of chapters II, HI, IV and V. 
 
 The next matter requiring attention is the determination 
 of the things which shall be made and what information 
 shall be acquired in the progress of instruction. On pages 
 119 to 122 different arrangements of the course are 
 indicated, and steps in the making of each problem are 
 given on pages 1 6 to 113. This detailed analysis includes 
 the number and name of each problem, the material and 
 equipment needed by the pupil, a working drawing, direc- 
 tions for making the problem, and supplementary notes. 
 
 The planning of a course should at least be suggested by 
 the supervisor altho many details may be left to the individual 
 teacher. When it comes to methods of handling the work 
 in the class room, they should be left largely or entirely to 
 the teacher in charge of the room. The relations of the 
 supervisor to the teacher are indicated in chapter VIII. It 
 
PLANNING OP COURSES 117 
 
 is important to remember here that as far as the planning of 
 a primary handwork course is concerned, the supervisor 
 must: (a) determine the purposes of the course, (b) outline 
 the content of the course in its best arrangement of detail, 
 (c) see that such methods are used as will bring proper 
 results. 
 
 THE NUMBERING SYSTEM 
 In order that the supervisor may be able to indicate 
 briefly the various problems in a course, it is desirable that 
 some simple symbol be used, and a numbering system has 
 been selected for use here. The numbering system throuout 
 the book is as follows: There are three numbers em- 
 ployed for each problem and they read from the left as 
 follows: 1 2 1 (one-two-one) square box. 4 3 3 (four- 
 three-three) desk pad. 
 
 The first number at the left represents the grade in 
 school: 
 
 1 (one) referring to the first grade 
 
 2 (two) referring to the second grade 
 
 3 (three) referring to the third grade 
 
 4 (four) referring to the fourth grade 
 
 The second number, in the middle, represents the group 
 from which the problem is selected: 
 
 1 (one) referring to the group of book problems 
 
 2 (two) referring to the group of box problems 
 
 3 (three) referring to the group of card problems 
 
 4 (four) referring to the group of envelope problems 
 
 The third number at the right represents the intended 
 sequence of the group in each grade: 
 
 1 or 2 or 3 referring to the first or second or third 
 problem of the selected group and in the particular 
 grade. 
 
118 PAPER AND CARDBOARD CONSTRUCTION 
 
 The following table represents the arrangement by 
 grades and by groups: 
 
 FIRST SECOND THIRD FOURTH 
 GRADE GRADE GRADE GRADE 
 
 Book Problems 
 
 1 1 1 
 
 2 1 1 
 
 3 1 1 
 
 4 1 1 
 
 
 1 1 2 
 
 2 1 2 
 
 3 1 2 
 
 4 1 2 
 
 
 1 1 3 
 
 2 1 3 
 
 3 1 3 
 
 4 1 3 
 
 
 1 1 4 
 
 2 1 4 
 
 3 1 4 
 
 4 1 4 
 
 
 1 1 5 
 
 2 1 5 
 
 3 1 5 
 
 4 1 5 
 
 
 1 1 6 
 
 2 1 6 
 2 1 7 
 
 3 1 6 
 
 4 1 6 
 4 1 7 
 
 Box Problems 
 
 1 2 1 
 
 2 2 1 
 
 3 2 1 
 
 42 1 
 
 
 1 2 2 
 
 222 
 
 32 2 
 
 42 2 
 
 
 1 2 3 
 
 2 2 3 
 
 32 3 
 32 4 
 
 42 3 
 42 4 
 42 5 
 
 Card Problems 
 
 1 3 1 
 
 2 3 1 
 
 3 3 1 
 
 43 1 
 
 
 1 3 2 
 
 2 32 
 
 3 3 2 
 
 4 3 2 
 
 
 1 3 3 
 
 2 3 3 
 
 33 3 
 
 4 3 3 
 
 Envelope Problems 
 
 ; 1 4 1 
 
 24 1 
 
 34 1 
 
 44 1 
 
 
 1 42 
 
 242 
 
 342 
 
 442 
 
 
 1 43 
 
 2 4 3 
 
 34 3 
 
 44 3 
 
 Variations from this order are suggested in the following 
 pages but the numbers may still be used for purposes of 
 classification. 
 
PLANNING OF COURSES 119 
 
 In the determination of purposes for the handwork 
 course the following points of view are significent: 
 
 THE POINT OF VIEW 
 
 The point of view in planning a course in primary 
 handwork may be that of a logical arrangement of pro- 
 cesses of handling materials so as to bring in a progress from 
 easy to difficult, and to have each exercise prepare for the 
 next. The use of the projects may take a secondary place 
 or may correlate by running in a parallel direction, the work 
 being modified so as to give the desired sequence and at the 
 same time meet the uses which appear from time to time. 
 Information regarding industrial phases of the work may be 
 given in connection with the sequenced problems. 
 
 The point of view may be the grouping of types of 
 construction with the emphasis placed upon a logical ar- 
 rangement of processes as before or upon the meaning of 
 the subject matter. The general arrangement of the prob- 
 lems in this book is of four groups distributed over the first 
 four grades. Within each group there are sequences ar- 
 ranged in order of difficulty. There seems to be an advan- 
 tage in this arrangement in the printed book as it enables 
 the teacher to follow each group of problems from beginning 
 to end. In a course of study, such an arrangement gives 
 the child enough of each kind of problem to keep up the 
 interest and to give an adequate view of the type of work. 
 
 The point of view may be that of the thought side 
 involved and the projects be so planned that they will be- 
 come a part of an organized study of details of selected in- 
 dustries. Handwork becomes in this case of secondary im- 
 portance and the informational values predominate. The 
 making of things is then for illustrative purposes, to make 
 ideas more definite, to give a more adequate notion of pro- 
 cesses of manufacture, or to teach the nature of materials thru 
 
130 PAPER AND CARDBOARD CONSTRUCTION 
 
 their manipulation. This informational value should always 
 be present in some degree, but the emphasis may not al- 
 ways be placed upon the ideas involved. 
 
 The point of view may be the technical value of the 
 skill involved in the making of the different projects. This 
 skill may be the beginning of a general dexterity and con- 
 trol of the hand and eye or it may be the beginning of a 
 special skill related to the particular type of work. This 
 skill comes largely thru continued drill upon a few opera- 
 tions with a concentration of attention and effort. For a 
 general dexterity and fundamental training of the hand as a 
 foundation for special skill in later work, two or three re- 
 peats should generally be enough. These must require the 
 best interest and diligence of which the pupil is capable, for 
 real growth. For special skill in the particular operations it 
 is necessary to repeat a process many times, or until it be- 
 comes nearly automatic, and this usually has no place in the 
 public schools, or at least not in the lower grades. Where 
 this special skill is desired, many of the problems suggested 
 in this book will be found of value in repeat work. It must 
 be recognized however that commercial processes include 
 devices and kinks which save time and labor, and where 
 many repeats are looked for, these should be employed. 
 References covering this subject are indicated in the biblio- 
 graphy. 
 
 The point of view may be as an aid to art teaching, 
 the providing of small objects suitable for decoration, or fur- 
 nishing an outlet for the design of paper and cardboard 
 work. Too often does the art teacher find it difficult to 
 give adequate directions for making boxes, booklets, enve- 
 lopes, and card problems, and the outlines here given will 
 aid in such work and enable the art teacher to plan parallel 
 courses in drawing and construction. The paper and card- 
 
PLANNING OF COURSES 121 
 
 board construction in this case assumes a position supplemen- 
 tary to the drawing course, and may have its arrangement 
 determined by the organization of the work in drawing. 
 
 The point of view may be that of an aid to teaching 
 any or all of the regular elementary studies, and such prob- 
 lems selected as will meet needs of the class room as they 
 appear from time to time. As an example, a scrap book 
 may be made when collections of illustrative material need 
 a permanent mounting. It is important here to realize that 
 only such work should be given as will meet the range of 
 the pupil's ability. Such work in any case loses all of its 
 definiteness and becomes unsystematic, but may be of ser- 
 vice to other subjects so as to warrant its becoming a small 
 part of a public school course. 
 
 The point of view may be that of method in teaching, 
 and the planning of the primary courses in handwork may 
 have as its first consideration the handling of the work in class, 
 including the method of presentation, a study of the cost and 
 care of equipment and supplies, and the apportionment of 
 time to the different branches. Handwork may be a method 
 only and have no special content of its own. Of the things 
 which seem desirable to teach in the elementary school, it 
 is found that some can best be taught in the handwork class. 
 Of the habits which seem desirable to train, it is found that 
 some can be well emphasized in the handwork class. Thus 
 handwork in some places has no identity as a subject, but 
 is a way of handling certain other school subjects. 
 
 The point of view may be the building around centers 
 of interest. Such features of social activity as occupations, civic 
 life, the home, and holidays may become central thoughts in 
 a part of the elementary curriculum, and stories, number 
 work, descriptions, drawing, and the making of things, all 
 serve to add meaning to the ideas involved. This studying 
 
14Z PAPER AND CARDBOARD CONSTRUCTION 
 
 of the interests of children with the endeavor to meet them 
 has become the most significant feature in many schools and 
 details of the course have been modified as needed to meet 
 these interests. In such places the suggestion of such prob- 
 lems as are described in this book does not need to concern 
 itself with any logical arrangement of processes. 
 
 Whatever the point of view, the planning of a course 
 is one of the important functions of the supervisor of primary 
 handwork and should be given its due consideration. The 
 determination of the purpose or point of view, the outlining 
 of such details of the course as will carry out the purpose, 
 and the making of suggestions of methods for handling these 
 details belong to the supervisor. 
 
 ARRANGEMENT OF PROBLEMS 
 
 There are different ways of grouping the problems in 
 each grade, so as to bring in a sequence of manipulations of 
 increasing difficulty. It is also possible to arrange several 
 sequences, each more or less independent of the others but 
 enabling the pupil to profit constantly from his previous ef- 
 forts. Four arrangements are suggested: 
 
 A First grade: — book problems, box problems, card pro- 
 blems, envelope problems 
 Second grade, third grade, and fourth grade: — same group- 
 ing as for first grade but with added difficulty in each 
 grade 
 This grouping is the most systematic and logical 
 B Each grade: — a problem or two from each group 
 above, and then a repeat from each group 
 These changes may seem desirable for the sake of variety 
 and interest 
 C Each grade: — a selection of problems from each group 
 arranged in the order of difficulty for the entire scheme 
 regardless of the classification of problems 
 This arrangement may seem a little disjointed in content, 
 but furnishes a very definite line of training for the child 
 and may prove more interesting than "A" or "B" 
 
PLANNING OF COURSES 123 
 
 First and second grades: — arranged as in "A" 
 
 Third and fourth grades: — a concentration upon one or two 
 
 groups of problems for most of the work of an entire 
 
 year 
 This arrangement furnishes a training in technical skill not 
 
 possible with the other arrangements 
 
 PROBLEMS GROUPED FOR EACH GRADE 
 Groups of problems for each grade are outlined below 
 as suggested at "A". The full arrangement of problems 
 with a statement of the new processes or those especially 
 emphasized in each problem, by grades, is given below. 
 It is understood that nearly every problem involves some re- 
 peat of former processes, besides the new processes. Many 
 of the problems may be omitted if there is not enough time, 
 but some problems should be taken from each group. 
 
 FIRST GRADE 
 
 BOOK PROBLEMS 
 
 I. 111. Mounting folders - - page 1 6 
 
 Folding, creasing, cutting picture, pasting picture 
 
 II. 112. Booklet folder - - page 17 
 
 Tearing edge, gluing or pasting narrow edge 
 
 III. 1 1 3. Pocket note books - page 1 8 
 
 Folding for 8, 12 and 16 pages, sewing single section 
 thru three holes, tearing leaves apart 
 
 IV. 114. Book of color schemes - page 2 1 
 
 Study of color samples, selection of colors, mounting 
 colors 
 V. 115. Drawing book - page 22 
 
 Folding wide opening book, making drawings in book 
 VI. 1 16. Laundry list - - page 23 
 
 Fastening eyelet, tying cord, writing title on outside 
 
 BOX PROBLEMS 
 
 VII. 121. Square box - - page 59 
 
 Folding stiff material, gluing square corners 
 
124 PAPER AND CARDBOARD CONSTRUCTION 
 
 VIII. 122. Square tray - - page 60 
 
 Folding and gluing narrow folds 
 
 IX. 123. Rectangular tray - page 61 
 
 Folding, cutting, and gluing heavy material 
 
 CARD PROBLEMS 
 
 X. 131. Mounted drawings - page 8 1 
 
 Studying proportions and mounting with paste 
 
 XI. 1 32. Book marks - - page 82 
 
 Determining outline and planning border, making line with 
 pencil or crayon 
 XII. 1 33. Calendar - - page 83 
 
 Mounting of picture and calendar together 
 
 ENVELOPE PROBLEMS 
 
 XIII. 141. Envelope folder - page 98 
 
 Folding and cutting to folded line, and cutting off slant edge 
 
 XIV. 142. Square envelope - - page 99 
 
 Folding accurately to line and pasting neatly 
 XV. 143. Pocket for clippings - page 1 00 
 
 Careful cutting to folded lines 
 
 SECOND GRADE 
 
 BOOK PROBLEMS 
 
 I. 211. Paper portfolio - - page 24 
 
 Measuring for length, connecting points with pencil, and 
 using stay tape over crease 
 
 II. 212. Paper portfolio with laps - page 25 
 
 Measuring for length, -three dimensions, laying out corners 
 
 III. 2 1 3. Book of designs - page 26 
 
 Sewing thru four holes, lettering cover 
 
 IV. 2 1 4. Weather record - page 2 7 
 
 Observation of weather and careful pasting of weather flags 
 
 V. 215. Receipt book - - page 28 
 
 Sewing several thicknesses of paper, gluing binders' cloth 
 
 over outside fold 
 
 VI. 2 1 6. Note book - - page 30 
 
 Sewing two sections together, gluing book into cover 
 
PLANNING OF COURSES 135 
 
 VII. 2 1 7. Paged blank books - page 3 1 
 
 Numbering of pages, study of arrangement of pages 
 
 BOX PROBLEMS 
 VIII. 221. Small square box - - page 62 
 
 Laying out box to dimensions, cutting and folding to 
 measured lines 
 
 IX. 222. Rectangular open box - page 63 
 
 Laying out larger measurements, making two measure- 
 ments with one setting of rule 
 
 X. 223. Box with reinforced corners - page 64 
 
 Scoring heavy material, use of stay tape on box corners 
 
 CARD PROBLEMS 
 
 XI. 231. Desk blotters - - page 84 
 
 Cutting blotters to uniform size, punching and tying 
 XII. 232. Photo mount - page 85 
 
 Study of proportion and color in mounting, mounting 
 upon double mounts 
 
 XIII. 233. Glass cover - - page 86 
 
 Laying out of octagons, making simple octagonal designs 
 
 ENVELOPE PROBLEMS 
 
 XIV. 241. Paper sack - - page 101 
 
 Folding, and cutting long fold 
 XV. 242. Mailing envelope - page 102 
 
 Laying out several small measurements, careful pasting 
 and folding 
 XVI. 243. Long mailing envelope - page 1 03 
 Laying out and cutting rounded corners 
 
 THIRD GRADE 
 BOOK PROBLEMS 
 
 I. 311. Scrap book - - page 36 
 
 Folding double center for book, gluing cover over leaves 
 so as to make two sharp edges 
 
 II. 312. Small sewed pamphlet - page 37 
 
 Sewing two, three, four and five sections 
 
 III. 3 1 3. Sewed pamphlet, reinforced back page 40 
 
 Gluing binders* cloth around square corner fold 
 
126 PAPER AND CARDBOARD CONSTRUCTION 
 
 IV. 314. Cloth covered portfolio - page 4 1 
 
 Making of case for bookbinding: — pasting binders' cloth 
 to cloth board, gluing laps down, pasting lining paper 
 inside 
 
 V. 315. Glued booklet - - page 42 
 
 Gluing several sections one into another 
 
 VI. 3 1 6. Cloth bound book - page 43 
 
 Fastening sewed sections into case: — backing sections* 
 gluing against covers, and lining 
 
 BOX PROBLEMS 
 
 VII. 32 1 . Covered small box - page 65 
 
 Fitting cover to box, pasting colored paper over box and 
 cover 
 
 VIII. 322. Pencil box with fitted cover page 66 
 
 Fastening corners with double paper 
 
 IX. 323. Candy box - - page 67 
 
 Making end folds, fitting laps at ends 
 
 X. 324. Folding box - page 69 
 
 Very accurate laying out and cutting, fitting of folded tabs 
 
 CARD PROBLEMS 
 
 XI. 331. Postcards - - page 87 
 
 Neat cutting of heavy material, making banded decoration 
 
 XII. 332. Page holder - - page 88 
 
 Punching and cutting between holes, cutting corners 
 
 XIII. 333. Shipping tags - page 88 
 
 Laying out from center line, punching three thicknesses, 
 tying loop 
 
 ENVELOPE PROBLEMS 
 
 XIV. 34 1 . Photo filing envelope - page 1 03 
 
 Laying out with care to exact size, gluing neatly 
 
 XV. 342. Long filing envelope - page 104 
 
 Use of compasses, cutting of curved line 
 
 XVI. 343. Large filing envelope - page 105 
 
 Cutting and gluing large pieces of heavy material 
 
PLANNING OF COURSES 127 
 
 FOURTH GRADE 
 
 BOOK PROBLEMS 
 
 I. 411. Pocket paper file - page 46 
 
 Cutting of marking tabs, gluing of hinge 
 
 II. 412. Desk paper file - page 47 
 
 Cutting tabs from heavy material, gluing large pieces of 
 stock 
 
 III. 413. Note book covers - page 47 
 
 Making hinge of binders' cloth, punching holes and set- 
 ting eyelets 
 
 IV. 414. Portfolio with cloth comers page 50 
 
 Fitting of corners and back, gluing up carefully 
 
 V. 415. Bound scrap book - page 5 3 
 
 Combination of problems number 3 1 1 and 3 1 6 
 
 VI. 416. Bound drawings - page 54 
 
 Sewing thru cover and drawings 
 VII. 4 1 7. Rebound book or bound magazines page 5 5 
 Removing old covers and attaching canvas backing 
 
 BOX PROBLEMS 
 VIII. 42 1 . Pin box with cover - page 70 
 
 Pasting cover paper over sides and cover of box 
 
 IX. 422. Post card box - page 72 
 
 Laying several measurements from center line, very care- 
 ful folding, and neat gluing 
 X. 423. Original box - page 73 
 
 Designing box and making working drawing, cutting of 
 straw board, lining of box and cover 
 XI. 424. Pen box - - page 74 
 
 Making of very accurate joints with straw board and box 
 board 
 XII. 425. Sliding box - - page 76 
 
 Fitting of case to box 
 
 CARD PROBLEMS 
 XIII. 43 1 . Postal scale - page 89 
 
 Gluing broad surfaces, marking with standard weights 
 XIV. 432. Folder picture mount - page 91 
 
 Studying good proportion for double mount 
 
128 PAPER AND CARDBOARD CONSTRUCTION 
 
 XV. 433. Desk pad - - page 92 
 
 Cutting and fastening of comers of heavy cover paper, 
 fitting of blotters 
 
 ENVELOPE PROBLEMS 
 
 XVI. 441. Sack with folds - page 107 
 
 Double folding for typical paper sack 
 XVII. 442. Flat envelope file - page 108 
 
 Making of flexible hinge, fitting of case to envelopes 
 XVIII. 443. Book envelope file - page 1 1 1 
 
 Punching and tying envelopes within case 
 
 B 
 
 PROBLEMS SELECTED FROM GROUPS 
 The selection of problems from the book group, the 
 box group, the card group, and the envelope group in reg- 
 ular rotation has at least the advantage of adding the interest 
 which comes from variety. The following arrangement is 
 suggestive for this feature: (See B on page 122) 
 FIRST GRADE 
 
 
 
 
 Page 
 
 I. 
 
 111. 
 
 Mounting folders 
 
 16 
 
 II. 
 
 121. 
 
 Square box 
 
 59 
 
 III. 
 
 131. 
 
 Mounted drawings 
 
 81 
 
 IV. 
 
 141. 
 
 Envelope folder 
 
 98 
 
 V. 
 
 112. 
 
 Booklet folder 
 
 17 
 
 VI. 
 
 122. 
 
 Square tray 
 
 60 
 
 VII. 
 
 132. 
 
 Book marks 
 
 82 
 
 VIII. 
 
 142. 
 
 Square envelope 
 
 99 
 
 IX. 
 
 113. 
 
 Pocket note books 
 
 18 
 
 X. 
 
 123. 
 
 Rectangular tray 
 
 61 
 
 XI. 
 
 133. 
 
 Calendar 
 
 83 
 
 XII. 
 
 143. 
 
 Pocket for clippings 
 
 100 
 
 XIII. 
 
 114. 
 
 Book of color schemes 
 
 21 
 
 XIV. 
 
 115. 
 
 Drawing book 
 
 22 
 
 XV 
 
 116. 
 
 Laundry list 
 
 23 
 

 PLANNING OF COURSES 
 
 129 
 
 
 SECOND GRADE 
 
 Page 
 
 I. 
 
 211. Paper portfolio 
 
 24 
 
 II. 
 
 22 1 . Small square box 
 
 62 
 
 III. 
 
 231. Desk blotters 
 
 84 
 
 IV. 
 
 241. Paper sack 
 
 101 
 
 V. 
 
 212. Paper portfolio with laps 
 
 25 
 
 VI. 
 
 222. Rectangular open box 
 
 63 
 
 VII. 
 
 232. Photo mount 
 
 85 
 
 VIII. 
 
 242. Mailing envelope 
 
 102 
 
 IX. 
 
 213. Book of designs 
 
 26 
 
 X. 
 
 223. Box with reinforced corners 
 
 64 
 
 XI. 
 
 233. Glass cover 
 
 86 
 
 XII. 
 
 243. Long mailing envelope 
 
 103 
 
 XIII. 
 
 2 1 4 Weather record 
 
 27 
 
 XIV. 
 
 215. Receipt book 
 
 28 
 
 XV. 
 
 216. Notebook 
 
 30 
 
 XVI.. 
 
 2 1 7. Paged blank books 
 
 THIRD GRADE 
 
 31 
 
 I. 
 
 311. Scrap book 
 
 36 
 
 II. 
 
 32 1 . Covered small box 
 
 65 
 
 III. 
 
 331. Post cards 
 
 87 
 
 IV 
 
 34 1 . Photo filing envelope 
 
 103 
 
 V. 
 
 312. Small sewed pamphlet 
 
 37 
 
 VI. 
 
 322. Pencil box with fitted cover 
 
 66 
 
 VII. 
 
 332. Page holder 
 
 88 
 
 VIII. 
 
 342. Long filing envelope 
 
 104 
 
 IX. 
 
 313. Sewed pamphlet with reinforced back 
 
 40 
 
 X. 
 
 323. Candy box - 
 
 67 
 
 XI. 
 
 333. Shipping tags 
 
 88 
 
 XII. 
 
 343. Large filing envelopes 
 
 105 
 
 XIII. 
 
 314. Cloth covered portfolio 
 
 41 
 
130 PAPER AND CARDBOARD CONSTRUCTION 
 
 Page 
 
 69 
 42 
 43 
 
 46 
 70 
 89 
 
 107 
 47 
 11 
 91 
 
 108 
 47 
 73 
 92 
 
 111 
 50 
 74 
 53 
 76 
 54 
 XVIII. 41 7. Rebound book or bound magazine 55 
 
 c 
 
 PROBLEMS ARRANGED ACCORDING TO 
 
 DIFFICULTY 
 
 In the following, the problems are arranged in a sequence 
 
 according to the difficulty of handling, regardless of groups 
 
 of kinds of problems, as indicated at C on page 122. 
 
 FIRST GRADE 
 
 Page 
 
 I. 111. Mounting folders - - 16 
 
 II. 112. Booklet folder - - 17 
 
 III. 115. Drawing book - - 22 
 
 XIV. 
 
 324. 
 
 Folding box 
 
 XV. 
 
 315. 
 
 Glued Booklet 
 
 XVI. 
 
 316. 
 
 Cloth bound book 
 FOURTH GRADE 
 
 I. 
 
 411. 
 
 Pocket paper file 
 
 II. 
 
 421. 
 
 Pin box with cover 
 
 III. 
 
 431. 
 
 Postal scale 
 
 IV. 
 
 441. 
 
 Sack with folds 
 
 V. 
 
 412. 
 
 Desk paper file 
 
 VI. 
 
 422. 
 
 Post card box 
 
 VII. 
 
 432. 
 
 Folder picture mount 
 
 VIII. 
 
 442. 
 
 Flat envelope file 
 
 IX. 
 
 413. 
 
 Note book covers 
 
 X. 
 
 423. 
 
 Original box 
 
 XL 
 
 433. 
 
 Desk pad 
 
 XII. 
 
 443. 
 
 Book envelope file 
 
 XIII. 
 
 414. 
 
 Portfolio with cloth corners 
 
 XIV. 
 
 424. 
 
 Pen box 
 
 XV. 
 
 415. 
 
 Bound scrap box 
 
 XVI. 
 
 425. 
 
 Sliding box 
 
 XVII. 
 
 416. 
 
 Bound drawings 
 

 PLANNING OF COURSES 
 
 131 
 Page 
 
 IV. 
 
 141. Envelope folder 
 
 98 
 
 V. 
 
 113. Pocket note books 
 
 18 
 
 VI. 
 
 116. Laundry list 
 
 23 
 
 VII. 
 
 121. Square box 
 
 59 
 
 VIII. 
 
 122. Square tray 
 
 60 
 
 IX. 
 
 133. Calendar 
 
 83 
 
 X. 
 
 1 42. Square envelope 
 
 99 
 
 XI. 
 
 143. Pocket for clippings 
 
 100 
 
 XII. 
 
 131. Mounted drawings 
 
 81 
 
 XIII. 
 
 1 32. Book Marks 
 
 82 
 
 XIV. 
 
 123. Rectangular tray 
 
 61 
 
 XV. 
 
 114. Book of color schemes 
 SECOND GRADE 
 
 21 
 
 I. 
 
 211. Paper portfolio 
 
 24 
 
 II. 
 
 212. Paper portfolio with laps 
 
 25 
 
 III. 
 
 215. Receipt book 
 
 28 
 
 IV. 
 
 231. Desk blotters 
 
 84 
 
 V. 
 
 241. Paper sack 
 
 101 
 
 VI. 
 
 232. Photo mount 
 
 85 
 
 VII. 
 
 223. Box with reinforced corners 
 
 64 
 
 VIII. 
 
 22 1 . Small square box 
 
 62 
 
 IX. 
 
 213. Book of designs 
 
 26 
 
 X. 
 
 222. Rectangular open box 
 
 63 
 
 XL 
 
 2 1 4. Weather record 
 
 11 
 
 XII. 
 
 2 1 6. Note book 
 
 30 
 
 XIII. 
 
 242. Mailing envelope 
 
 102 
 
 XIV. 
 
 233. Glass cover 
 
 86 
 
 XV. 
 
 243. Long mailing envelope 
 
 103 
 
 XVI. 
 
 2 1 7. Paged blank books 
 THIRD GRADE 
 
 31 
 
 I. 
 
 333. Shipping tags 
 
 88 
 
 II. 
 
 332. Page holder 
 
 87 
 
 III. 
 
 34 1 . Photo filing envelopes 
 
 103 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 
 
 Page 
 
 IV. 
 
 33 1 . Post card 
 
 87 
 
 V. 
 
 311. Scrap book 
 
 36 
 
 VI. 
 
 315. Glued booklet 
 
 42 
 
 VII. 
 
 342. Long filing envelope 
 
 104 
 
 VIII. 
 
 32 1 . Covered small box 
 
 65 
 
 IX. 
 
 3 1 4. Cloth covered portfolio 
 
 41 
 
 X. 
 
 322. Pencil box with cover 
 
 66 
 
 XI. 
 
 343. Large filing envelope 
 
 105 
 
 XII. 
 
 3 1 6. Cloth bound book 
 
 43 
 
 XIII. 
 
 323. Candy box 
 
 67 
 
 XIV. 
 
 324. Folding box 
 
 69 
 
 XV. 
 
 312. Small sewed pamphlet 
 
 37 
 
 XVI. 
 
 3 1 3. Sewed pamphlet with reinforced back 
 FOURTH GRADE 
 
 40 
 
 I. 
 
 42 1 . Pin box with cover 
 
 70 
 
 II. 
 
 431. Postal scale 
 
 89 
 
 III. 
 
 432. Folder picture mount 
 
 91 
 
 IV. 
 
 411. Pocket paper file 
 
 46 
 
 V. 
 
 433. Desk pad 
 
 92 
 
 VI. 
 
 412. Desk paper file 
 
 47 
 
 VII. 
 
 415. Bound scrap book 
 
 53 
 
 VIII. 
 
 4 1 6. Bound drawings 
 
 54 
 
 IX. 
 
 422. Post card box 
 
 72 
 
 X. 
 
 413. Note book covers 
 
 47 
 
 XI. 
 
 423. Original box 
 
 73 
 
 XII. 
 
 424. Pen box 
 
 74 
 
 XIII. 
 
 44 1 . Sack with folds 
 
 107 
 
 XIV. 
 
 425. Sliding box 
 
 76 
 
 XV. 
 
 4 1 4. Portfolio with cloth corners 
 
 50 
 
 XVI. 
 
 442. Flat envelope file 
 
 108 
 
 XVII. 
 
 443. Book envelope file 
 
 111 
 
 XVIII. 
 
 4 1 7. Re-bound book or bound magazine 
 
 55 
 
PLANNING OP COURSES 
 
 PROBLEMS SELECTED FROM ONE GROUP 
 Another way to arrange paper and cardboard prob- 
 lems having peculiar advantages is by concentration of atten- 
 tion and effort upon a more limited field of work, taking for 
 instance the third grade for one group of problems such as 
 book problems, and the fourth grade for another group, such 
 as box problems. This concentration gives more ability in 
 the lines undertaken, but does not open up so large a field. 
 This work may follow either of the arrangements suggested 
 for the first and second grades. 
 
 FIRST GRADE 
 See either of the three arrangements suggested on pages 
 123, 128, and 130. 
 
 SECOND GRADE 
 See arrangements on pages 1 24, 1 29, and 131. 
 
 THIRD GRADE 
 Selections of book problems p age 
 
 I. 311. Scrap book 36 
 
 II. 312. Small sewed pamphlet - 37 
 
 III. 3 1 3. Sewed pamphlet with reinforced back 40 
 
 IV. 3 1 4. Cloth covered portfolio - 4 1 
 V. 315. Glued booklet - - 42 
 
 VI. 316. Cloth bound book - - 43 
 
 VII. 411. Pocket paper file - - 46 
 VIII. 412. Desk paper file - - 47 
 
 IX. 4 1 3. Note book covers - - 47 
 
 X. 4 1 4. Portfolio with cloth corners - 50 
 
 XI. 415. Bound scrap book - - 53 
 
 XII. 4 1 6. Bound drawings - - 54 
 
 XIII. 417. Rebound book - - 55 
 
 XIV. 417. Bound magazines - - 55 
 
134 PAPER AND CARDBOARD CONSTRUCTION 
 
 FOURTH GRADE 
 
 
 Selections of box problems 
 
 Page 
 
 I. 32 1 . Covered small box 
 
 65 
 
 II. 322. Pencil box with fitted cover 
 
 66 
 
 III. 323. Candy box 
 
 67 
 
 IV. 324. Folding box 
 
 69 
 
 V. 42 1 . Pin box with cover 
 
 70 
 
 VI. 422. Post card box 
 
 72 
 
 VII. 423. Original box 
 
 73 
 
 VIII. 424. Pen box 
 
 74 
 
 IX. 425. Sliding box 
 
 76 
 
 If there are not enough problems for the time available 
 in either the third or fourth grades, the problems suggested 
 should indicate types of book and box making which may 
 help in original work planned by the student. There are 
 enough possible problems in either book or box making to 
 occupy all the handwork periods for both grades. It may 
 seem better to reverse the arrangement and put the box prob- 
 lems in the third grade and the book problems in the fourth 
 grade. 
 
 It should be remembered that a half year is about all 
 that can well be allowed for paper and cardboard work in 
 each grade, if clay work and basketry and weaving are also 
 undertaken. 
 
A 
 
 EQUIPMENT AND SUPPLIES 135 
 
 VII 
 
 EQUIPMENT AND SUPPLIES 
 
 EQUIPMENT FOR THE CLASS ROOM 
 
 S noted in the lists of materials required for the making 
 of each problem, very few different pieces of equip- 
 ment are required by any individual. The rule and 
 scissors are required constantly, and should be ready for use 
 at all times in good condition and with full count. If more 
 than one kind of scissors be ordered for the different grades, 
 small blunt pointed scissors are most suitable for the first and 
 second grades, and larger sharp pointed scissors may be re- 
 commended for the third and fourth grades. Rules suit- 
 able for primary handwork should have a little extra dis- 
 tance before the zero mark, and a little beyond the 1 2" 
 mark as indicated in the drawing at the top of page 64. 
 If separate rules be obtained for each grade, the following 
 are recommended: First grade — straight edge without 
 marks; Second grade — rule marked with inches and half 
 inches; Third grade — rule marked with quarter inches; 
 Fourth grade — rule marked with eighth and sixteenth inch- 
 es. These articles may be collected each day or allowed 
 to remain with the pupil. If collected, special boxes should 
 be provided so that everything can have its own place. 
 
 A medium pencil should be kept and handled by the 
 same pupil at all times if possible, for sanitary reasons. A 
 pencil eraser for each pupil will also be found a conven- 
 ience. 
 
 A good supply of needles should be on hand in each 
 class room, a few punches including one or two with eyelet 
 set combinations, at least one good glue brush, and several 
 
136 PAPER AND CARDBOARD CONSTRUCTION 
 
 sticks of wood sharpened to a chisel edge for spreading glue. 
 Where a very little glue is needed, a wood toothpick is sat- 
 isfactory. A kitchen knife, especially if the edge be dulled 
 over an oil stone, makes a good magazine opener, and one 
 or two will be found a convenience in each room for book- 
 let work. A few compasses are also desirable, and a chip 
 carving knife is useful for heavy card work if the heavy 
 stock is not cut to size before being passed. For this heavy 
 cutting, a piece of 9 n xl2 n cloth board makes a good pro- 
 tection for the desk. An eighteen inch steel straight edge is 
 also an advantage in heavy cutting. For decorative work, 
 such materials as are used in the drawing class will be found 
 useful. These materials include: crayons, water colors with 
 brushes, ink with pens and brushes. The following list may 
 be taken as representing an adequate equipment for twenty 
 five pupils in paper and cardboard construction in one room, 
 including demonstration equipment for the teacher, but not 
 including freehand drawing equipment: 
 
 26 Scissors at 
 
 15c to 25c 
 
 $3.90 to 
 
 $6.50 
 
 26 Rules 
 
 2c to 15c 
 
 .52 to 
 
 3.90 
 
 26 Pencils 
 
 3c to 5c 
 
 .78 to 
 
 1.30 
 
 26 Erasers 
 
 Icto 5c 
 
 .26 to 
 
 1.30 
 
 3 Packages needles, 
 
 No. 4, 
 
 .12 to 
 
 .15 
 
 5 Eyelet punches 
 
 25c to 90c 
 
 1.25 to 
 
 4.50 
 
 5 Kitchen knives 
 
 5c to 15c 
 
 .25 to 
 
 .75 
 
 5 Compasses 
 
 I0cto25c 
 
 .50 to 
 
 1.25 
 
 5 Carvers' knives 
 
 25c to 50c 
 
 1.25 to 
 
 2.50 
 
 5 Glue brushes 
 
 10c to 25c 
 
 .50 to 
 
 1.25 
 
 5 Paste brushes 
 
 10c to 25c 
 
 .50 to 
 
 1.25 
 
 1 Steel straight edge, 
 
 18" 
 Total 
 
 1.00 to 
 
 2.00 
 
 
 $10.83 to i 
 
 >26.65 
 
EQUIPMENT AND SUPPLIES 187 
 
 All of this equipment should be provided with neat 
 racks or boxes, or at least should be kept at all times when 
 not in use in a particular place in the teacher's storage clos- 
 et. Nothing looks much worse in school than slovenly care 
 of school apparatus. The supervisor should watch this 
 carefully, and make suggestions as needed. 
 
 STOCK ROOM EQUIPMENT 
 If the school system be large enough to warrant it, a 
 
 supply room for the supervisor should be provided with the 
 
 following: 
 
 1 Case containing sliding shelves for full sized sheets of paper 
 and boards, one shelf for each kind of stock, and long 
 doors extending from top to bottom over shelves. 
 
 1 Case containing pigeon holes for 9"xl2" cut stock, 
 shelves to be 1 2M n deep, and openings to be 9M"x 
 9/^". An opening in each shelf for the hand assists in 
 removing the paper. 
 
 1 Case containing shelves and drawers for small cut stock, 
 thread, stay tape, eyelets, binders* cloth and backing, 
 paste and glue, and miscellaneous small articles. 
 
 1 Case containing extra pieces of equipment and for storage 
 of equipment during the vacation season. 
 
 1 Card cutter with blade at least 1 5" in length. It is de- 
 sirable to have such a cutter in each fourth grade room 
 except for expense. A good card cutter may be ob- 
 tained for from $7.00 to $25.00. 
 
 1 Paper cutter to handle stock at least 20" wide. Cost 
 varies from $50.00 to $150.00 according to size and 
 strength, and whether for table or floor use. 
 Such a stock room if sufficiently large may be used for 
 
 all of the primary handwork. Stock of all kinds, yarns, 
 
 raffia, reed, clay, and other supplies, should be kept in special 
 
 cases. 
 
138 PAPER AND CARDBOARD CONSTRUCTION 
 
 KINDS OF PAPER AND CARDBOARD 
 
 Many kinds of paper are suitable for primary hand- 
 work, and a few of them are used almost constantly, espec- 
 ially cover papers, book papers, and tag boards. Other pa- 
 pers are used but little, but are desirable in order that a 
 wider acquaintance with paper qualities may be obtained. 
 A collection of finished papers, and one showing stages in 
 the manufacture of paper has an educational value well 
 worth the effort necessary for making the collection. The 
 following classification may be of value in the study of papers. 
 
 The more important papers are: 
 
 Print paper, — Unfinished surface, for newspapers and cheap 
 poster work, made from fibres of straw, wood, grasses, 
 and paper waste 
 
 Book paper, — Machine finished surface, cheaper varieties 
 made from wood fibres 
 
 Writing paper, — Made with a surface suitable for ink, and 
 with a firmness which will stand erasures, usually made 
 from cotton and linen rags 
 
 Drawing paper, — Frequently made by hand, very firm, stands 
 much erasing, made in surfaces from smooth to very 
 rough 
 
 Wrapping paper, — A coarse paper of a yellowish brown 
 color made from manilla and other rope fibres, stands 
 hard usage 
 
 Cover paper, — Paper with a fancy color, an interesting tex- 
 ture, and a tough quality suitable for covering pamph- 
 lets 
 
 Other papers and boards of more or less importance or given 
 peculiar treatment in the process of manufacturing are: 
 
EQUIPMENT AND SUPPLIES 
 
 Binders' board 
 Blotting paper 
 Blue print paper 
 Bond paper 
 Bristol board 
 Calendered paper 
 Carbon paper 
 Cardboard 
 Chinese paper 
 Cloth board 
 Coated paper 
 Cold pressed paper 
 Copying tissue 
 Cotton paper 
 Corrugated board 
 Cross section paper 
 Cylinder paper 
 Deckeled edge paper 
 Detail paper 
 Drawing board 
 Dry proofing paper 
 Embossed paper 
 Enameled paper 
 Ferro prussiate paper 
 Fibre wrapping paper 
 Fibre-faced paper 
 Filter paper 
 Flat writing paper 
 Folded paper 
 Friction boards 
 Glazed paper 
 Gummed paper 
 Hand made paper 
 Hard plate paper 
 Hot pressed paper 
 India paper 
 Interleaving paper 
 Japanese paper 
 Jute board 
 Label paper 
 
 Laid paper 
 Ledger paper 
 Letter paper 
 Linen paper 
 Lining paper 
 Lithographic paper 
 Litmus paper 
 Loft-dried paper 
 Luminous paper 
 Machine-sized paper 
 Manifold paper 
 Manilla paper 
 Marble board 
 Marble paper 
 Matrix backing 
 Metalic paper 
 Mimeograph paper 
 Mounted paper 
 Mounting board 
 Mounting paper 
 Music paper 
 News paper 
 Note paper 
 Oil board 
 Oiled paper 
 Parchment paper 
 Pattern paper 
 Photographic paper 
 Pitched paper 
 Plate paper 
 Plated paper 
 Polygraphic paper 
 Poster board 
 Poster paper 
 Post office paper 
 Press board 
 Printing paper 
 Proofing paper 
 Pulp board 
 Rag paper 
 
HO 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 Rice paper 
 Roofing paper 
 Ruled paper 
 Safety paper 
 Sand paper 
 Sensitized paper 
 Silk paper 
 Silver paper 
 Sized paper 
 Soft plate paper 
 Surface paper 
 Stencil board 
 Stereotype paper 
 
 Straw board 
 Tag board 
 Tar board 
 Tarred paper 
 Tissue paper 
 Tracing paper 
 Transfer paper 
 Trunk board 
 Tub sized paper 
 Tympan board 
 Typewriter paper 
 Vellum paper 
 Waxed paper 
 
 SIZES OF PAPER 
 The following table is given for convenient 
 to stock sizes of some of the more common writing, 
 and printing papers: 
 
 WRITING DRAWING 
 
 14"xl7" 
 
 reference 
 drawing, 
 
 PRINTING 
 
 Flat cap 
 
 Cap 
 
 Demy 
 
 Folio 
 
 Medium 
 
 Royal 
 
 Super royal 
 
 Double cap 
 
 Imperial 
 
 16"x21" 
 1 7"x22" 
 18"x23" 
 19"x24" 
 20"x28" 
 1 7 n x28" 
 23"x31" 
 
 Small double medium 
 Double medium 23"x36" 
 Double Royal 24"x38" 
 Double elephant 26"x40 H 
 Antiquarian 31"x53" 
 
 Large sizes for newspapers 
 
 14"x17 n 
 
 15"x20" 
 
 1 7"x22" 
 19"x24" 
 19"x27" 
 
 22"x30" 
 
 27"x40" 
 31"x53" 
 
 19"x24" 
 20"x25" 
 22"x28" 
 
 24"x36" 
 24"x38" 
 26"x40" 
 
 30"x40" 
 32"x44" 
 36"x48 n 
 
EQUIPMENT AND SUPPLIES 141 
 
 TABLE OF PAPER COUNTS 
 A matter easily forgotten is the table of counts for 
 paper and is inserted here as a reminder: 
 
 24 sheets equal 1 quire 24 sheets 
 
 20 quires equal 1 ream 480 sheets (or 500 sheets) 
 
 2 reams equal 1 bundle 960 sheets (or 1 000 sheets) 
 
 5 bundles equal 1 bale 4800 sheets (or 5000 sheets) 
 
 Drawing papers and other high grade papers are sold 
 with 480 sheets to the ream. Ordinary papers come 500 
 sheets to the ream. 
 
 PAPER MANUFACTURE 
 
 It is believed that a word or two regarding the manu- 
 facture of paper may be of value to teachers of primary 
 handwork, so the following brief description of the process 
 is inserted at this point along with the kinds, sizes and 
 counts of paper just given. 
 
 Until recent years paper was made principally from 
 cloth scraps, and at present all high grade papers are still 
 "rag" papers. Most of the printing paper at present however 
 is made from such vegetable fibres as those from wood, 
 straw, and grasses. The fibres are ground and bleached 
 and then boiled to a soft pulp. In the hand made papers 
 this pulp is dipped into a large pan from which the water 
 gradually drains away leaving a wet sheet, which is then 
 pressed and dried. Some high grade papers are still made 
 in this way by hand, but mechanical processes have almost 
 entirely displaced the hand process. 
 
142 PAPER AND CARDBOARD CONSTRUCTION 
 
 The machine process is as follows: 
 
 ( 1 ) The fluid pulp is floated over a continuous wire cloth 
 
 which has a constant motion, and which allows the 
 water to drain away. 
 
 (2) The wet pulp is pressed under wire gauze rollers and 
 
 more of the moisture taken up. 
 
 (3) The pulp can now hang alone and support itself for a 
 
 short distance and is carried to a felt band and led to 
 felt rollers. 
 
 (4) More water is pressed out between these felt rollers and 
 
 the paper leaves them able to go unsupported to the 
 metal rollers. 
 
 (5) The paper is now passed to the heavy smooth calender 
 
 rolls, and under great pressure is given a smooth finish 
 and added drying. These calenders are sometimes 
 heated and used to give a glaze to the paper. 
 
 (6) It next is carried to the drying room and a current of 
 heated air serves to drive away most of the remaining 
 moisture. 
 
 (7) From here it may be taken to the roller cutters and cross 
 
 cutters, and be cut and tied into bundles for shipment. 
 
 This description while not including the chemical treat- 
 ment, nor other details of the preparation of the pulp may 
 be taken as fairly representative of the usual mechanical 
 part of the process. For newspapers, the paper is usually 
 delivered upon large rolls as they come from the machine. 
 Colored papers are given the color before the fluid pulp 
 reaches the machine. 
 
EQUIPMENT AND SUPPLIES 
 
 TABLE FOR ORDERING PAPER 
 SUITABLE FOR PRIMARY HANDWORK CLASSES 
 
 143 
 
 MATERIALS KINDS 
 
 DESIRABLE SIZES 
 
 COSTS 
 
 QUANTITIES 
 
 Cover paper 
 
 Plain, laid, 
 smooth, rough, 
 gray, or colors 
 
 20x25—25 
 
 to 
 
 20x25—70 
 
 (35 to 60 lb. 
 
 weights desirable) 
 
 5 to 15c 
 
 per 
 
 pound 
 
 25 lbs. thin 
 
 to 
 70 lbs thick 
 
 per ream 
 (500 sheets) 
 
 Book paper 
 
 English finish, 24x36—50 
 egg shell finish, to 
 antique, laid, 25x38—70 
 enameled, deckled 
 edge, white and tinted 
 
 4 to 8c 
 pound 
 
 50 to 70 lbs. 
 
 per ream 
 (500 sheets) 
 
 Print paper 
 
 Light weight or 
 heavy weight, 
 white or colored 
 
 24x36—30 
 
 to 
 25x38—50 
 
 3 to 5c 
 pound 
 
 30 to 50 lbs. 
 
 per ream 
 (500 sheets) 
 
 Wrapping paper 
 Manila, 
 
 white, 
 fiber 
 
 12x18-7% 
 
 to 
 
 20x40—100 
 
 (24x36—40 
 
 desirable) 
 
 4 to 5c 
 pound 
 
 7% lbs. light 
 to 100 lbs. 
 heavy, per 
 
 ream 
 (500 sheets) 
 
 Flat writing 
 
 White wove 
 
 17x22—16 
 
 6 to 12c 
 
 16 to 24 lbs. 
 
 or laid 
 
 to 
 19x24—24 
 
 per 
 pound 
 
 per ream 
 (500 sheets) 
 
 Ledger paper 
 
 White wove 
 
 16x21—28 
 
 15 to 40c 
 
 28 to 80 lbs. 
 
 
 to 
 23x36-80 
 
 pound 
 
 per ream 
 (480 sheets) 
 
 Bond paper 
 
 White or tinted 
 
 17x22—12 
 
 8 to 20c 
 
 12 to 44 lbs. 
 
 wove 
 
 to 
 19x24-44 
 
 per 
 pound 
 
 per ream 
 (500 sheets) 
 
 Drawing paper 
 
 White or tinted 
 
 19x24 
 
 20 to 60c 
 
 24 sheets 
 
 
 
 per quire 
 
 per quire 
 
Ui 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 MATERIALS KINDS 
 Blotting paper 
 
 White or colored, 
 
 plain or 
 
 enameled 
 
 Plated paper 
 
 White or 
 colored 
 
 Marble paper 
 
 Spot, wave, or 
 agate 
 
 Tissue paper 
 White or 
 colored 
 
 Gummed paper 
 White or 
 colored 
 
 DESIRABLE SIZES 
 
 COSTS 
 
 QUANTITIES 
 
 19x24-60 
 
 to 
 19x24-100 
 
 20x24 
 
 20x30 
 
 20x30 
 
 17x22 
 to 20x24 
 
 7 to 15c 60 to 100 lbs. 
 per pound per ream 
 (500 sheets) 
 
 $2.00 to $3.00 480 sheets 
 per ream per ream 
 
 30c 
 per quire 
 
 60c to $1.50 
 per ream 
 
 45c to $1.00 
 per quire 
 
 24 sheets 
 per quire 
 
 500 sheets 
 per ream 
 
 24 sheets 
 per quire 
 
 Strawboard 
 
 Binders' 
 
 Cloth board 
 
 Binders' gray 
 
 Pulp board 
 
 White 
 
 Box board 
 
 White coated 
 
 Marble board 
 Green or 
 brown 
 
 Tag board 
 
 Buff color 
 
 BOARDS 
 
 26x38 
 
 Nos. 
 
 35 to 100 
 
 22x28 
 
 Nos. 
 
 12 to 50 
 
 26x38 
 
 Nos. 
 40 to 120 
 
 28x44 
 No. 016 
 
 26x38-60 
 
 22^x28^-80 
 22^x28°M-140 
 
 $1.00 
 
 per 
 bundle 
 
 $1.00 
 
 per 
 
 bundle 
 
 $1.15 
 per 
 
 bundle 
 
 35 thick to 
 
 1 00 thin sheets 
 
 per bundle 
 
 1 2 thick to 
 50 thin sheets 
 per bundle 
 
 40 thick to 
 
 120 thin sheets 
 
 per bundle 
 
 $2.50 100 sheets 
 
 per bundle per bundle 
 
 $2.00 
 per bundle 
 
 3 to 5c 
 
 per 
 pound 
 
 60 sheets 
 per bundle 
 
 80 lbs. light 
 
 to 140 lbs. 
 
 heavy per ream 
 
 ( 500 sheets) 
 
EQUIPMENT AND SUPPLIES 145 
 
 MATERIALS KINDS DESIRABLE SIZES COSTS QUANTITIES 
 
 Mounting board 
 
 Gray, black 22x28 $4.50 to $6.00 100 sheets 
 
 or colors 5 ply or 1 ply per bundle per bundle 
 
 Press board 
 
 Red or gray 28x34—70 6c 70 lbs. per 
 
 per sheet 144 sheets 
 
 Bristol board 
 
 Plain, folding, 22^x28^ $1.00 to $5.00 100 sheets 
 
 writing, embossed, from per per 
 
 white or colored 2 to 1 ply 1 00 sheets bundle 
 
 If in doubt about weights and unable to see samples, order medium 
 weights or numbers. 
 
 Boards should be ordered in full bundles if possible. 
 Note the varied classifications of quantities in bundles, and 
 specify very carefully. 
 
 Papers are illustrated in the Appendix at the close of 
 the book, but the boards are too heavy for the purpose, and 
 so have been mounted separately. See the second note at 
 the beginning of the Appendix. 
 
 CALCULATIONS FOR STOCK 
 
 In order to determine what amounts of paper stock to 
 order for a school system, the following method will be 
 found satisfactory: 
 
 (1) Find the enrollment per grade for the first four grades 
 
 of the entire system. The enrollment for a given year 
 may be taken roughly for that of the following year if 
 orders are to be placed before the enrollment is known. 
 
 (2) Find the amount of 9"xl2 n stock of each kind per 
 
 pupil per grade. This may be taken from the bottom 
 of tables on pages 148, 149, 150, and 151, or may 
 be worked out from the listed amounts accompanying 
 the directions in chapters II, III, IV, and V. 
 
146 PAPER AND CARDBOARD CONSTRUCTION 
 
 (3) Multiply the amounts of stock per pupil for each grade 
 
 by the number of pupils in each grade, and add from 
 ten per cent to twenty-five per cent extra for new 
 pupils who may enter later, for spoiled work, for extra 
 problems, and for other exigencies. 
 
 (4) Find how many 9"x12" pieces can be cut from the 
 
 large sheets and divide the totals in (3), above, by this 
 amount to get the number of full sheets. 
 
 (5) Add enough to make up full ream lots of each style 
 
 and weight if possible. If not, add enough to make 
 up quarter or half reams. If this be impossible, any 
 number of sheets may be ordered, but at an advance 
 in price. The extra stock will help in starting the next 
 year and should be deducted from the next year's 
 order. School money should not be tied up unneces- 
 sarily in extra stock. 
 
 (6) Check calculations for gross errors. An example of 
 
 the calculation for the first grade is as follows: 
 Medium tag board 1 piece (from list at bottom of page 
 148) times 150 (pupils) equals 150 (pieces); divide 
 by 5 (the number of pieces per sheet) and get 
 
 30 (full sheets in first grade) 
 Suppose we get also 00 (full sheets in second grade) 
 
 60 (full sheets in third grade) 
 325 (full sheets in fourth grade) 
 
 4 1 5 sheets in all 
 Add to make up a ream 85 sheets extra 
 
 Total medium tag board 500 sheets (or 1 ream, 1 10 pounds) 
 OTHER SUPPLIES NEEDED 
 In the same manner we may add each item and make 
 up a full order for paper for the entire school year. Mis- 
 
EQUIPMENT AND SUPPLIES 147 
 
 cellaneous small supplies such as stay tape, eyelets, thread, 
 silk cord, paste, and glue are easily figured out. A pint of 
 paste and a pint of glue should make up an average re- 
 quirement for each class room, altho the work in the fourth 
 grade demands more than the first, and more will be 
 wasted in some rooms than in others. An extra supply 
 should be kept in the supervisor's store room. 
 
 SOURCES OF SUPPLY 
 
 As far as possible it is desirable to purchase from local 
 dealers but much of the material needed is special in char- 
 acter and must be gotten from special dealers. Certain 
 dealers make a specialty of supplies for primary schools and 
 the largest of these can supply most of the equipment and 
 supplies listed here. These larger supply houses are located 
 in such cities as Boston, New York, and Chicago, with 
 branches in other cities. Most city superintendents have their 
 catalogues. Other special houses carry papers, book binders' 
 material, or printers' supplies. 
 
 The following list of kinds of supply houses may be of 
 service to those in doubt as to where orders may be sent. 
 
 LOCAL HARDWARE DEALERS 
 Scissors, rules, knives, straight edges, eyelet punches, glue, and 
 brushes 
 
 LOCAL STATIONERS 
 Rules, pencils, erasers, compasses, paste, brushes, water colors, pens, 
 ink 
 
 LOCAL PRINTERS OR PAPER SUPPLY HOUSES 
 Papers, cardboards and certain kinds of binders' cloth 
 
 LOCAL DEPARTMENT STORES 
 Needles, thread, string, silk cord, embroidery cotton, scissors, pencils 
 
 LARGE PAPER HOUSES 
 Papers and boards of all kinds, usually in unbroken reams or 
 bundles only 
 
 BOOK BINDERS' SUPPLY HOUSES 
 Binders' cloth, leathers, and miscellaneous supplies and equipment 
 
 PRINTERS' SUPPLY HOUSES 
 Card cutters, paper cutters, paper cabinets, (It is usually best to have 
 cabinets built locally. ) 
 
 DRAFTING SUPPLY HOUSES 
 Rules, pencils, compasses, straight edges, triangles 
 
 SPECIAL DEALERS IN PRIMARY SUPPLIES OR MANUAL 
 TRAINING SUPPLIES 
 Papers of many kinds, binders' material, scissors, eyelet punches, 
 tay tape, brushes, card cutters (They will usually get whatever is needed. ) 
 
148 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 STOCK REQUIRED PER GRADE 
 
 On this and three following pages are listed the num- 
 ber of pieces of paper stock 9"x12 n , with the totals per 
 pupil added at the bottom of each page. 
 
 FIRST GRADE 
 
 1 1 1 Mounting folders 
 
 112 Booklet folder 
 
 113 Pocket notebooks. 
 
 1 14 Book of colors 
 
 1 15 Drawing book 
 
 1 16 Laundry list 
 
 121 Square box 
 
 122 Square tray 
 
 123 Rectangular tray .... 
 
 131 Mounted drawings . 
 
 132 Book marks 
 
 133 Calendar 
 
 141 Envelope folder 
 
 142 Square envelope .... 
 
 1 43 Pocket for clippings 
 
 Total pieces 9 n xl2" 
 per pupil 
 
 1 
 
 be 
 
 e 
 § 
 
 2 
 
 be 
 J 
 
 1 
 
 i 
 
 be 
 
 I 
 
 •a 
 
 IE 
 
 I 
 
 06 S 
 
 1 
 
 i 
 11 
 
 1 
 
 £ 
 
 
 
 
 m 
 
 
 \% 
 
 
 
 
 
 
 l 
 
 
 % 
 
 
 6 
 
 
 
 
 % 
 
 
 2 
 
 
 
 1 
 
 
 H 
 
 l 
 
 i 
 
 H 
 
 
 
 
 H 
 
 1 
 
 
 
 
 
 
 1 
 
 
 2V 2 
 
 i 
 
 % 
 
 4M 
 
 3M 
 
 4 
 
 l 
 
 6 
 
EQUIPMENT AND SUPPLIES 
 
 SECOND GRADE 
 
 149 
 
 It will be noticed that heavier stock, — box board and press board, 
 — and writing papers, blotting paper, and binders* cloth are added to 
 first grade list of stock. 
 
 
 1 
 
 3 
 
 | 
 
 i 
 
 8 
 fa 
 
 3 
 
 § 
 
 £*8 
 
 % 
 
 8 
 
 a 
 
 1 
 
 3 
 
 a. 
 <4 
 
 o. 
 
 1! 
 
 1 
 
 •S3 
 
 1 
 
 o 
 
 be 
 
 a 
 
 1 
 1 
 
 y 
 
 o. 
 
 ! 
 
 1 
 
 be 
 
 ~© 
 
 CO 
 
 1 
 1 
 
 a 
 
 S 
 
 21 1 Paper portfolio ... 
 
 2 1 2 Portfolio with laps 
 
 213 Book of designs .. 
 
 2 1 4 Weather record ... . 
 
 215 Receipt book 
 
 216 Note Book 
 
 217 Paged blank books 
 
 221 Small square box 
 
 222 Rectangular box... 
 
 223 Box, reinforced... 
 
 231 Desk blotters 
 
 232 Photo mount 
 
 233 Glass cover 
 
 241 Paper sack 
 
 242 Mailing envelope.. 
 
 243 Long envelope .... 
 
 
 H 
 
 m 
 
 % 
 
 1 
 
 i 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 2 
 
 1 
 
 tf 
 
 Total pieces 9 n xl2" 
 per pupil 
 
 \% 
 
 V2 
 
 \% 
 
 4 
 
 Wz 
 
 2V 2 
 
 1 
 
 3 
 
 1 
 
 2 
 
 1 
 
 H 
 
 
 
150 
 
 PAPER AND CARDBOARD CONSTRUCTION 
 
 THIRD GRADE 
 
 Straw board, cloth board, print paper, and marble paper are added 
 to the stock of the second grade for bookbinding problems, and bristol 
 board is added for folding box problems. 
 
 3 1 1 Scrap book 
 
 3 1 2 Sewed 
 pamphlet 
 
 313 Pamphlet, 
 reinforced ... 
 
 314 Cloth port- 
 folio 
 
 315 Glued 
 booklet 
 
 316Cloth 
 bound book.. 
 
 321 Small box 
 
 322 Pencil box 
 with cover.. 
 
 323 Candy box 
 324jFolding 
 
 box 
 
 331 Postcard.. 
 
 332 Page 
 holder 
 
 333 Shipping 
 tags 
 
 34 1 Photo fil- 
 ing envelope 
 
 342 Long filing 
 envelope .... 
 
 343 Large fil- 
 ing envelope 
 
 Total pieces per 
 pupil, 9 M xl2".. 
 
 I 1 : 
 
 1^2 
 
 % 
 
 5^1 
 
 PQ £ 
 
 \% 
 
 3M3 
 
 20 
 
 20 Ml 2M 
 
 % 
 
EQUIPMENT AND SUPPLIES 
 
 FOURTH GRADE 
 
 151 
 
 
 § 
 
 (/I 
 
 "2 
 t 
 
 o 
 pq 
 
 
 1 
 
 PQ 
 
 a 
 1 
 
 I 
 
 o 
 v> 
 
 be£ 
 « 8 
 
 8 
 1 
 
 1 
 
 1 
 
 p. 
 
 & 
 
 o 
 
 3 
 
 | 
 
 s 
 
 41 1 Pocket paper file.. 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 
 412 Desk paper file... 
 
 
 
 
 
 
 4 
 
 
 
 
 
 
 
 413 Book covers 
 
 3 
 
 
 
 
 
 
 
 1 
 
 
 3 
 
 
 3^ 
 
 414 Portfolio 
 
 1 
 
 2 
 
 
 
 
 
 1 
 
 1 
 
 
 2M 
 
 
 1 
 
 415 Bound scrap book 
 
 \% 
 
 416 Bound drawings .. 
 
 
 
 
 
 
 
 
 2 
 
 
 
 
 
 417 Rebound book .... 
 
 * 
 
 
 
 
 
 
 
 
 
 
 
 
 421 Pin box, covered.. 
 
 
 
 % 
 
 
 
 
 
 1 
 
 
 
 
 
 422 Post card box 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 423 Original box 
 
 2 
 
 
 
 
 
 
 
 2 
 
 2 
 
 
 
 
 424 Pen box 
 
 V> 
 
 
 % 
 
 
 
 
 
 
 V. 
 
 K 
 
 
 
 425 Sliding box 
 
 
 
 1 
 
 V* 
 
 3^ 
 
 
 
 1 
 
 
 
 
 
 431 Postal scale 
 
 
 432 Picture mount 
 
 
 
 
 
 
 
 H 
 
 X 
 
 
 
 
 
 433 Desk pad 
 
 1 
 
 
 
 
 
 
 
 \v„ 
 
 1 
 
 
 1 
 
 
 ! 
 
 441 Sack with folds... 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 442 Flat envelope file 
 
 
 I 
 
 
 
 
 4 
 
 
 
 
 l 
 
 
 1 
 
 443 Book file 
 
 
 1 
 
 
 
 
 4 
 
 
 
 
 i 
 
 
 1 
 
 
 
 Total pieces per 
 pupil, 9"x 12" 
 
 7K 
 
 4 
 
 3 
 
 h 
 
 M 
 
 14 
 
 l* 
 
 10 
 
 4M 
 
 8 
 
 1 
 
 8 
 
 * Material depends upon kind of problem selected. 
 
152 PAPER AND CARDBOARD CONSTRUCTION 
 
 I 
 
 VIII 
 
 HINTS TO TEACHERS AND 
 SUPERVISORS 
 
 THE value of careful daily preparation in the work of 
 teaching need not be emphasized here. It is no less im- 
 portant in the teaching of handwork than in any other 
 subject. In some ways it is different. More materials and 
 equipment are involved than in other work and the success- 
 ful handling of these requires thoro organization and syste- 
 matizing of the details involved. 
 
 Before attempting to teach an exercise in paper and 
 cardboard construction the teacher should have made it. 
 This is the first essential to a successful lesson. After having 
 made the exercise a careful study should be given to the 
 various steps in the process of construction and the order in 
 which these should be taken up. A few minutes spent in 
 this way will be the means of avoiding many mistakes later 
 on. The making and the study of an exercise should reveal 
 to the teacher what process in a given problem needs special 
 attention and emphasis when it comes to teaching. The 
 analysis of each problem as given in this book is intended to 
 be suggestive and helpful but the teacher must work out 
 each one for herself and make the analysis her own before 
 she can teach the work easily and well. 
 
 It is very desirable to have wall cabinets, or cases, 
 or shelving in which to store materials and equipment, and if 
 such storage be provided, the materials and equipment can be 
 kept in order and readily accessible. All such materials and 
 equipment used in this work should be distributed, collected 
 and cared for very largely by the pupils under the direction 
 
HINTS TO TEACHERS AND SUPERVISORS 153 
 
 of the teacher. This kind of training which is brought 
 about by having pupils keep things in place, — orderly and 
 neat, — is valuable and should not be omitted. Many good 
 systems are in use for the handling of materials and every 
 teacher will be able to find that certain methods are adapted 
 to her conditions better than others. One good way is to 
 have the first pupil in each row act as monitor to pass ma- 
 terials for that row. The last pupil in each row may collect 
 materials. This passing and collecting should be done quick- 
 ly and quietly and is usually done at the signal of the teacher. 
 Another method is to select for monitors pupils whose be- 
 havior has been good during the lesson and who have work- 
 ed well. 
 
 In connection with many of these lessons, it may be 
 profitable to spend two or three minutes some time during 
 the period in showing the relation of the problem in hand to 
 those preceding it, and also to the work which is done out- 
 side the school. The various kinds of boxes, card problems, 
 paper sacks, envelopes, pamphlets, and bound books may 
 be shown and their construction explained. In this kind of 
 study there will arise suggestions for original work which 
 may be worked out by the pupils at home or as supplemen- 
 tary work during the regular period. 
 
 When directions are dictated to a class they should be 
 brief and clear. No more words should be used than are 
 necessary to convey the proper information but as a rule 
 these directions should take the form of complete sentences. 
 Certain forms of expression are apt to be used repeatedly 
 and hence become monotonous. The teacher should make 
 an effort to vary her forms of expression from lesson to 
 lesson, which will not only relieve the monotony, but it will 
 be the means of enlarging the pupil's vocabulary and broaden- 
 ing his powers of expression. The blackboard and chart 
 
154 PAPER AND CARDBOARD CONSTRUCTION 
 
 are freely used in this work and are not only valuable aids 
 in the giving of directions but are essential to the broad de- 
 velopment of the powers of the pupils in receiving informa- 
 tion. In blackboard drawings a dotted line or a very light 
 continous line may be used to represent folds and a full line 
 will show where the material is to be cut. Another valu- 
 able method for first and second grades especially, is to 
 actually go thru every process and make the complete ex- 
 ercise before the class. 
 
 Sometimes this is done before the pupils begin work, 
 and during such a demonstration the pupils are expected to 
 notice exactly what the teacher does and to remember this, 
 so that when the signal is given to begin work each pupil 
 will be able to make the exercise completely from his own 
 knowledge. At another time the teacher may make the 
 problem step by step and have the pupils make it at the 
 same time. Sometimes an exercise is given completely by 
 dictation. This trains pupils in power to receive impressions 
 thru the sense of hearing. A good lesson in this work is 
 marked by strict attention to directions, concentration and 
 earnestness while at work, and a spirit of cheerfulness and 
 enjoyment thru the whole lesson. 
 
 The supervisor of primary handwork should have his 
 course well organized before the beginning of the school 
 year in order that he may show his teachers the substance 
 of the whole course and the importance and relation of the 
 several parts. He should have studied the subject thoroly 
 with referense to class room conditions and the benefits that 
 may be derived by the average pupil. His study of the 
 subject should continue and may be most profitable during 
 the time he has supervision of the work. His association 
 with teachers and pupils should reveal the good in the work 
 and enable him to eliminate such as is of less value. The 
 
HINTS TO TEACHERS AND SUPERVISORS 155 
 
 opinions of the teachers who are handling the work success- 
 fully should be of much help to the supervisor. 
 
 In order to present the work, the supervisor usually holds 
 teacher's meetings once a month or as often as seems neces- 
 sary. Sometimes these meetings are held on Saturday, but 
 usually after school hours during the school week. If it be 
 possible, arrangements should be made to meet the teachers 
 before four o'clock in the afternoon, because the results can 
 not be accomplished if the teachers are weary and exhausted 
 after a hard day's teaching. Teachers of the same grade 
 may meet at one time or if the city is not large, the teachers 
 of several grades may come together to study the work. At 
 these meetings the supervisor should have for each teacher, 
 outlines of the work, which may be in the form of type- 
 written sheets, blue prints, or printed matter. At each meet- 
 ing the details of the course should be carefully considered, 
 and in some cases where the grade teachers are inexperienced 
 in this work, the supervisor should have the material at hand 
 and give each teacher an opportunity to make, under his 
 direction, several or all of the exercises which she will teach. 
 But whatever the means employed, the supervisor must see 
 that each teacher understands the work thoroly and has 
 some power to execute the various processes involved. 
 
 Methods of handling the work in the class room should 
 be suggested, but each teacher ought to be allowed freedom 
 in using her own ideas on how to teach any problem. The 
 work of the supervisor is to show what is to be done and 
 several ways in which it may be done. The grade teacher 
 determines for herself very largely how the work is to be 
 done. If a teacher is not doing good work, it is the business 
 of the supervisor to show her where she is failing and indicate 
 clearly certain lines of procedure which will make the work 
 more successful. Construction work can be carried on orderly, 
 
156 PAPER AND CARDBOARD CONSTRUCTION 
 
 and whenever it is not, the supervisor should call attention to 
 this matter and demonstrate if necessary what is desirable in 
 the management of a class. 
 
 Chapter VII takes up the selection of equipment and 
 supplies, methods of calculating amounts needed, and the 
 placing of orders. A word remains to be said here re- 
 garding the routine handling of these materials for the school 
 system. A matter at first importance is to remember that 
 several weeks should be allowed for orders sent away so as 
 to assure delivery in time for preparation and distribution to 
 teachers. Frequently, a delay on the part of the school 
 board causes embarassment for the supervisor, and must be 
 guarded against by allowing extra time. It is the business 
 of the supervisor to watch things thru, and make sure that 
 no form of office system prevents work in the class room 
 being done properly. Duplicate records of all orders should 
 be kept for following up orders, for checking deliveries, for 
 approving bills, for summarizing the work of the department, 
 and for making estimates for the following year. 
 
 Next to seeing that orders are properly placed and de- 
 liveries properly made, the supervisor must see that materials 
 are conveniently assorted and stored, and that paper re- 
 quiring to be cut is attended to in time for use. Much of 
 this work can be done some time in advance, and papers 
 counted and wrapped and labeled ready for the different 
 teachers. If much cutting is to be done, a large paper cutter 
 should be available, altho a course similar to that planned in 
 this book can eliminate a large part of this cutting by having 
 paper cut to uniform sizes of 9"x 1 2" and 6"x9". Cases for 
 handling this cut stock are suggested in chapter VII. 
 
 In the delivery of supplies to schools, some system 
 should be devised that would insure regularity and prompt- 
 ness. In a small system the janitors may be required to at- 
 
HINTS TO TEACHERS AND SUPERVISORS 157 
 
 tend to such details. Where a city has regular delivery 
 wagons, the handling of supplies is an easier matter. In 
 many cities, the supervisor may find it more convenient to 
 carry a few bundles of stock with him when he makes his 
 visits, or have the teachers take parts of the supplies after a 
 teacher's meeting, or have boys come from the schools at 
 assigned hours to the central stock room. Whatever kind 
 of delivery is attempted, it is most important to see that it 
 works. 
 
 Exhibits may be made from time to time for the pur- 
 pose ©f interesting the people of the community in this kind 
 of work. It may also be an inspiration to both teachers and 
 pupils and deepen their interest in the course as a whole. 
 Such exhibits may be held in the class room if no better 
 place be available. If held in the class room, it should be 
 concentrated upon a panel in one part of the room, or upon 
 a long shelf along one side of the room, or in an exhibit case. 
 While one exhibit is in place other material should be 
 removed from the walls to avoid confusion. Exhibits of 
 handwork, freehand drawing, reproductions of art, grasses, 
 minerals, fabrics, and other educational material may well be 
 used in succession, but there should be only one kind of an 
 exhibit at a time on the walls. 
 
158 PAPER AND CARDBOARD CONSTRUCTION 
 
 IX 
 
 BIBLIOGRAPHY 
 
 BOOKS and reports and magazine references are listed 
 below for further study of some of the details suggested 
 
 in this book and for further discussions on certain of the 
 points of view and methods briefly touched upon here. 
 
 While certain of the references do not carry out the ideas of the 
 authors and others are in direct opposition to their conception of the 
 purpose and scope of primary handwork, they are included here for the 
 sake of a full analysis of the subject. There has been no attempt thruout 
 this book to build up an argument for any point of view, but to present 
 such material as will be found of use to teachers of primary handwork. 
 
 The references are largely those available to supervisors of the 
 manual arts. Many of the regular weekly and monthly journals pub- 
 lished especially for primary teachers contain valuable suggestions for 
 handwork in nearly every issue, but are not referred to here. 
 
 Adam, P., — Practical bookbinding, Van Nostrand, Chicago. 
 
 Bailey, H. T., — Design in primary grades, School Arts Book, June,'06 
 
 Bailey, H. T., — Annotated outlines, School Arts Book 
 
 Bailey, H. T., — Analysis of modern printing, The Printing Art, May, 
 
 June, '07 
 Bailey, H. T., — The school booklet as a problem in manual arts, Pro- 
 ceedings Eastern Manual Training Association, '07 
 Ball, K. M., — Paper folding and cutting, Prang 
 Barnum, E. C, — Art, Teachers College Record, Jan., '06 
 Bennet, C. A., — Constructive work in elementary schools, Manual 
 
 Training Magazine, July, '00 
 Boone, C. L., — A course of study in manual training, Manual Training 
 
 Magazine, Dec, '07, Feb., Apr., June, '08 
 Boone C. L., — Centers of interest in handwork, Year Book, Council of 
 
 Supervisors of the Manual Arts, '07 
 Bradley, W. A., — Cover designs for cloth bindings, The Printing Art, 
 
 June, '07 
 Broadhead, J. C, — An appreciation of cardboard construction, Manual 
 
 Training Magazine, June '08 
 Brown, F. C, — Letters and lettering, Bates & Guild, Boston 
 Brown, H. H., — The teaching of lettering, Year Book, Council of Super- 
 visors of the Manual Arts, '06 
 
BIBLIOGRAPHY 159 
 
 Buck, M.,— Practical book binding, Keramic Studio, Aug., '07 
 Buck, M.,— A lesson in making over old books, Craftsman, Oct., '06 
 Butler, J. W., — The story of paper making, Butler Paper Co., Chicago 
 Chamberlain, A. H., — A suggested course in paper and cardboard con- 
 struction, Whittaker, San Francisco 
 Chamberlain, A. H., — Opportunities and limitations of paper and card 
 
 board in school, Manual Training Magazine, January, '04 
 Clark, I. H., — Elementary manual training in public schools, Eastern 
 
 Manual Training Association, '05 
 Clark, I. H.,— The working out of the arts in the schools, Western 
 
 Drawing and Manual Training Association, '09 
 Cockeral, D.,— Bookbinding and the care of books, Appleton 
 Crane, W., — The decorative illustration of books, London 
 Crane, W. J. E.,— Bookbinding for amateurs, Gill, London 
 Cremins, J. C„ — Construction work in the primary grades, Proceedings 
 
 Eastern Art Teachers Association, '04, '05 
 Cremins, J. C, — Constructive work in the primary grades, Proceedings 
 
 Eastern Manual Training Association, '06 
 Cremins, J. C.,— Design in the primary grades, Year Book, Council of 
 
 Supervisors of the Manual Arts, '06 
 Cremins, J. C, — Some phases of book binding in the elementary schools, 
 
 Year Book, Council of Supervisors of the Manual Arts, '07 
 Daniels, F. T„— Freehand lettering, Heath, Boston 
 Daniels, J. F.,— Library handicraft at Greeley, Colorado, Manual 
 
 Training Magazine, Jan., '01 
 Davis, S. P.,— Exhibitions of school work, Year Book, Council of Super- 
 visors of the Manual Arts, '06 
 Dewey, J.,— The school and society, University of Chicago Press 
 Dewey, J., — The place of manual training in the elementary course of 
 
 study, Manual Training Magazine, July, '01 
 Dobbs, E. V.,— Cardboard construction, its place in the primary school, 
 Proceedings Pacific Manual Training Teachers Association, '01 -'02 
 Dodd, A. E.,— Handwork training for the normal student, Proceedings 
 
 Eastern Manual Training Association, '08 
 Dopp, K. E.,— The place of industries in elementary education, Uni- 
 versity of Chicago Press 
 Ellis, F.,— The manual arts in the primary grades, Proceedings Western 
 
 Drawing and Manual Training Association, '09 
 English, G. E.,— Constructive work in elementary schools, Proceedings 
 National Educational Association, '89 
 
160 PAPER AND CARDBOARD CONSTRUCTION 
 
 Frazee, V., — Vocational motive in the school, Education, May, '08 
 Freeman, S. J., — Elementary bookmaking and bookbinding, Teachers 
 
 College, Columbia University 
 Froelich and Snow, — Text books of art education, Prang 
 Gibson, C. R., — The romance of modern manufacture, Lippincott 
 Goetze, W., — Hand and eye training, Newmann, London 
 Hammel, W. C. A., — Cardboard construction, Johnson Publishing Co., 
 
 Richmond 
 Hammel, W. C. A., — Paper folding, B. F. Johnson Publishing Co., 
 
 Richmond 
 Haney, J. P., — Manual arts in elementary schools, The School Journal, 
 
 Oct., '06 
 Haney, J. P., — Manual training in the elementary school, Education, 
 
 May, '05 
 Haney, J. P., — Supervision of the manual arts, Year Book, Council of 
 
 Supervisors of the Manual Arts, '03 
 Haney, J. P. — The manual arts in the primary grades, School Journal, 
 
 Oct. 7, '07 
 Haney J. P., — The primary course of study in the arts, Year Book, 
 
 Council of Supervisors of the Manual Arts, '05 
 Hardy, W. J., — Book plates, Scribners 
 Harvey, L. D., — The activities of children as determining the industries 
 
 in early education, Manual Training Magazine, Oct., *04 
 Hasluck, P. N.,— Bookbinding, McKay, Philadelphia 
 Heaton, W., — Manual of cardboard construction, Newmann, London 
 Holton and Rollins, — Industrial work for public schools, Rand McNally 
 Home, H. P., — The binding of books, Keegan, London 
 Hugh, W. A., — Modern book binding, Inland Printer, Apr., May, 
 
 June, '06 
 Hyde, M. B., — The constructive side of design, Proceedings Eastern 
 
 Art Teachers Association, '04- '05 
 Jackman, W. S., — The constructive idea in the elementary school, Nation- 
 al Educational Association, '04 
 Kellogg, E. L., — Paper folding, E. L. Kellogg, Chicago 
 Kent, E. B., — The constructive interests of children, Teachers College, 
 
 Columbia University, *07 
 Kenyon, W. J., — First years in handicraft, Baker & Taylor Co., New 
 
 York 
 
BIBLIOGRAPHY 
 
 161 
 
 Langley, E. E. ,— Manual training in the elementary school, Manual 
 
 Training Magazine, Oct., '03 
 Langley, E. E.,— Report of the committee on handicrafts in the public 
 schools, Proceedings Western Drawing and Manual Training 
 Association, '06, '07, '08 
 Leavitt, F. M.,— Industrial education in the elementary schools, Manual 
 
 Training Magazine, June, '08 
 Lock, C. G. W.,— Workshop receipts, Spon, Strand 
 MacNary— Printing in the Horace Mann School, Manual Training 
 
 Magazine, Oct., '08 
 McMurry and Eggers,— Book binding in the school, Manual Training 
 
 Magazine, Oct., Dec, '10, April '1 1 
 Morris and Walker, — An essay on printing, Longmans 
 Murray, W. W.,— The study of printing, Manual Training Magazine, 
 
 Apr., *08 
 Oldash, F. M.,— Bookbinding, Graphic Arts and Crafts year book, '07 
 Parsons, F. A., —Criticism in design, Proceedings Eastern Art Teachers 
 
 Association, '04-'05 
 Patton, B. C.,— An Indian villiage in the first grade, Elementary School 
 
 Teacher, February, *07 
 Pearson, H. C, — Fundamental principles of manual training in the pri- 
 mary grades, Proceedings Eastern Manual Training Association, '05 
 Pickwick, E. Jr.,— Construction work in primary grades, Proceedings 
 
 Eastern Art Teachers Association, '04, '05 
 Pickwick, E. Jr.,— Construction work in primary grades, Proceedings East- 
 ern ManualTraining Association, '06 
 Pickwick, E. Jr.,— Manual Training in the classroom, Proceedings East- 
 ern Manual Training Association, '04 
 Prideaux, S. T.,— Historical sketch of bookbinding, Scribners 
 Probst, A. F.,— School print shop and its possibilities, Elementary 
 
 School Teacher, January, '08 
 Rich, E. A., — Paper sloyd, Ginn, Boston 
 Richards, C. R.,— Hand work in the Horace Mann School, Teachers 
 
 College Record, Nov., '00 
 Richards, C. R.,— Handwork in the primary grades, Proceedings East- 
 ern Manual Training Association, '01 
 Richards, C. R., — Handwork in the primary school, Manual Training 
 Magazine, Oct., '01 
 
 Roberts, W. E., — The cost of manual training — primary grades, Manual 
 
 Training Magazine, July, '02 
 Rouillion, L., — Economics of manual training, Henley 
 
162 PAPER AND CARDBOARD CONSTRUCTION 
 
 Seegmiller, W., — Applied arts drawing books, Atkinson Mentzer & 
 Grover, Chicago 
 
 Seegmiller, W., — Primary handwork, Atkinson, Mentzer & Grover, 
 Chicago 
 
 Smith, R. M., — Construction work in cardboard and paper — grades I- 
 IV, Flanagan, Chicago 
 
 Soper, M. B., — Construction work in town schools without special 
 equipment, Year Book, Council of Supervisors of the Manual 
 Arts, '07 
 
 Spon, E., — Workshop receipts, Spon, Strand 
 
 Starr, E. G., — Book binding, Proceedings Western Drawing and Man- 
 ual Training Association, '06 
 
 Stevens, R. T., — Art of paper making in Japan, Graphic arts and crafts 
 year book, '07 
 
 Stiles, G., — Bookbinding in the elementary grades, Proceedings Eastern 
 Manual Training Association, '07 
 
 Stiles, G., — Some decorative books, Manual Training Magazine, Oct., '07 
 
 Trybom, J. H., — A theory of manual training and its application in 
 cardboard construction, Proceedings Eastern Manual Training As- 
 sociation, '00 
 
 Trybom, J. H., — Cardboard construction, Milton Bradley, Springfield, 
 Mass. 
 
 Trybom and Heller, — Correlated handwork, Speaker Printing Co.» 
 Detroit, Mich. 
 
 Weaver, E. A., — Paper and scissors in the schoolroom, Milton Bradley, 
 Springfield, Mass. 
 
 Wahlstrom, L. W, — A school print shop, Manual Training Magazine, 
 December, '08 
 
 Wahlstrom, L. W„ — Controlling ideas in the working out of a course of 
 study in the arts, Proceedings Western Drawing and Manual Train- 
 ing Association, '09 
 
 Weiser, L. H., — The special teacher in the primary schools, Eastern 
 Manual Training Association, '05 
 
 Weiser, L. H., — Manual Training, Teachers College Record, Jan. and 
 Sept. '06 
 
 Cyclopedic Articles. 
 
 Book and book binding, 
 Paper and paper making 
 Printing and printing presses 
 
 Encyclopedia Britanica, Encyclopedia America, New Interna- 
 tional Encyclopedia, Nelson's Encyclopedia, American Cyclo- 
 pedia, Appleton's Cyclopedia of Applied Mechanics, Cen- 
 tury Dictionary and Cyclopedia 
 
INDEX 
 
 Page 
 
 Analysis of contents - 5 
 
 Arrangement of book problems - - 14, 56 
 
 Arrangement of box problems - - 58, 78 
 
 Arrangement of card problems - - 80, 95 
 
 Arrangement of envelope problems - - 97, 1 1 4 
 
 Arrangement of information for all problems - 1 5, 1 1 7 
 
 Arrangement of numbers of all problems by grades - 118 
 
 Arrangements of problems, four schemes - - 122 
 
 Bibliography - - - - - 158 
 
 Blotting paper - - - 144, Appendix 
 
 Bond paper - 143, Appendix 
 Bookbinding steps - - 4 1 , 43, 44, 45, 5 1 , 52, 53, 55 
 
 Book of color schemes - - - 21 
 
 Book envelope file - - - 111 
 
 Book of designs - - 26 
 
 Book of paper samples - - - - 22 
 
 Booklet folder - - - - 17 
 
 Book marks 82, 88 
 
 Book papers - - - 138, 143, Appendix 
 
 Book problems arranged by grades - - 14, 56 
 
 Book problems explained - - - 12 
 
 Books - - - - - 43, 53, 54, 55 
 
 Bound drawings - 54 
 
 Bound magazines - - 55 
 
 Bound scrap book - - - -53 
 
 Box board - - - - 144, Appendix 
 
 Box problems arranged by grades - - 58, 78 
 
 Box problems explained - - 57 
 
 Boxes with covers - - - 65, 66, 70, 73, 74 
 
 Box with reinforced corners - - 64 
 
 Bristol board - - - - 145, Appendix 
 
 Calculations for stock - - - - 145 
 
 Calendar 83 
 
 Candy boxes - - - 67, 68, 69 
 
 Cardboard sizes explained, - - 144, 145, Appendix 
 
 Card mounts - - - 81,83,85,91 
 
 Card problems arranged by grades - - 80, 95 
 
 Card problems explained - 79 
 
 Cloth board - - - 144, Appendix 
 
 Cloth bound book - 43 
 
 Cloth covered portfolio - - 41 
 
 Covered small box - - - 65 
 
164 PAPER AND CARDBOARD CONSTRUCTION 
 
 Page 
 
 Cover papers 
 
 138, 
 
 143, Appendix 
 
 Desk blotters 
 
 
 84 
 
 Desk filing case - 
 
 _ 
 
 110 
 
 Desk pad 
 
 _ 
 
 92 
 
 Desk paper file 
 
 _ 
 
 47 
 
 Drawing book 
 
 
 22 
 
 Drawing paper - 
 
 - 
 
 140, 143 
 
 Drafting conventions 
 
 _ 
 
 15 
 
 Duodecimo book folding 
 
 _ 
 
 32 
 
 End opening note book cover 
 
 > 
 
 47 
 
 Envelope folder 
 
 
 98 
 
 Envelope problems arranged by grades 
 
 
 97,114 
 
 Envelope problems explained 
 
 - 
 
 96 
 
 Envelopes - - 99, 100, 102 
 
 103, 104, 
 
 105, 108, 111 
 
 Equipment and supplies 
 
 - 
 
 135 
 
 Equipment for the class room 
 
 - 
 
 135 
 
 Equipment for the stock room 
 
 - 
 
 137 
 
 Exhibitions of handwork 
 
 _ 
 
 157 
 
 Explanation of lines used in drawings 
 
 
 15 
 
 Flat envelope file 
 
 _ 
 
 108 
 
 Flat writing paper 
 
 138, 140, 
 
 143, Appendix 
 
 Folder picture mount 
 
 
 91 
 
 Folding box 
 
 . 
 
 69 
 
 Foreword .-_-■_ 
 
 . 
 
 4 
 
 Fundamentals in planning courses 
 
 . 
 
 115 
 
 Glass cover 
 
 _ 
 
 86 
 
 Glazed paper 
 
 _ 
 
 Appendix 
 
 Glued booklet 
 
 _ 
 
 42 
 
 Gummed paper 
 
 - 
 
 144, Appendix 
 
 Hints to teachers and supervisors 
 
 - 
 
 152 
 
 Introduction to this book 
 
 _ 
 
 9 
 
 Large filing envelope 
 
 . 
 
 105 
 
 Laundry list 
 
 
 23 
 
 Ledger paper - 
 
 - 
 
 143 
 
 Long filing envelope 
 
 - 
 
 104 
 
 Long mailing envelope 
 
 - 
 
 103 
 
 Mailing envelope 
 
 _ 
 
 102 
 
 Manilla paper 
 
 138, 
 
 143, Appendix 
 
 Marble papers and marble board 
 
 
 144, Appendix 
 
 Methods of teaching handwork 
 
 _ 
 
 11, 152 
 
 Mounted drawings 
 
 _ 
 
 81 
 
 Mounting board - 
 
 . 
 
 145, Appendix 
 
 Mounting folders 
 
 _ 
 
 16 
 
 Mounts for pictures 
 
 _ 
 
 81,83,85,91 
 
 Note book 
 
 
 30 
 
 Note book covers 
 
 m 
 
 47 
 
 Numbering system explained 
 
 
 117 
 
 Octavo book folding 
 
 _ 
 
 20,31 
 
 Original box 
 
 
 73 
 
165 
 Page 
 
 Paged blank books 
 
 
 31 
 
 Page holder 
 
 - 
 
 88 
 
 Pamphlets - 18, 21, 22, 23, 26, 27, 
 
 28,30,31, 
 
 36, 37, 40, 42 
 
 Paper counting table 
 
 - 
 
 141 
 
 Paper manufacture ... 
 
 - 
 
 141 
 
 Paper portfolio 
 
 - 
 
 24 
 
 Paper portfolio with laps 
 
 _ 
 
 25 
 
 Paper sack - - 
 
 
 101 
 
 Paper samples 
 
 . 
 
 Appendix 
 
 Paper sizes 
 
 140, 143, 
 
 144, Appendix 
 
 Papers listed and described 
 
 - 
 
 138, 139, 140 
 
 Pen box 
 
 - 
 
 74 
 
 Pencil box with fitted cover 
 
 
 66 
 
 Photo filing envelope 
 
 - 
 
 103 
 
 Photo mount 
 
 - 
 
 85 
 
 Pin box with cover 
 
 _ 
 
 70 
 
 Planning of courses 
 
 - 
 
 115 
 
 Plated paper - 
 
 - 
 
 144 
 
 Pocket for clippings 
 
 - 
 
 100 
 
 Pocket note books 
 
 - 
 
 18 
 
 Pocket paper file 
 
 
 46 
 
 Points of view in planning courses 
 
 - 
 
 119 
 
 Postal scale 
 
 
 89 
 
 Post card 
 
 
 87 
 
 Post card box 
 
 . 
 
 72 
 
 Portfolios 
 
 . 
 
 24, 25, 41, 50 
 
 Portfolio with cloth comers 
 
 _ 
 
 50 
 
 Press board - 
 
 - 
 
 145, Appendix 
 
 Print papers 
 
 138, 
 
 143, Appendix 
 
 Printing paper sizes 
 
 - 
 
 140 
 
 Problems arranged according to difficulty 
 
 _ 
 
 130 
 
 Problems grouped for each grade 
 
 - 
 
 123 
 
 Problems selected from groups 
 
 . 
 
 128 
 
 Problems selected from one group 
 
 . 
 
 133 
 
 Pulp board - 
 
 . 
 
 144, Appendix 
 
 Purposes of this book 
 
 
 9 
 
 Quarto book folding 
 
 
 18 
 
 Rebound book 
 
 
 55 
 
 Receipt book 
 
 - 
 
 28 
 
 Rectangular open box 
 
 
 63 
 
 Rectangular tray 
 
 - 
 
 61 
 
 References in books and magazines 
 
 - 
 
 158 
 
 Rule measurements 
 
 - 
 
 64 
 
 Sack with folds 
 
 . 
 
 107 
 
 Scope of book problems 
 
 _ 
 
 12 
 
 Scope of this book 
 
 
 10 
 
 Scrap book 
 
 _ 
 
 36, 53 
 
 Sewed pamphlet with reinforced back 
 
 - 
 
 40 
 
 Shipping tags 
 
 - 
 
 88 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 Page 
 
 Side opening note book cover 
 
 Sizes of paper and boards - 140, 
 
 Sliding box 
 
 Small sewed pamphlet 
 
 Small square box 
 
 Sources of supply - 
 
 Square box 
 
 Square envelope 
 
 Square tray 
 
 Steps in binding 
 
 Steps in sewing 
 
 Stock required per grade 
 
 Strawboard - 
 
 Supervising primary handwork 
 
 Supplies, kinds of dealers 
 
 Tag board - 
 
 Teaching primary handwork 
 
 Tissue paper - 
 
 Varied arrangements of problems 
 
 Weather record 
 
 Wrapping papers 
 
 Writing papers 
 
 _ 
 
 
 . 
 
 49 
 
 143, 
 
 144, 
 
 145, 
 
 Appendix 
 76 
 
 
 _ 
 
 
 37 
 
 
 . 
 
 
 62 
 
 
 _ 
 
 _ 
 
 147 
 
 
 . 
 
 
 59 
 
 
 
 - 
 
 99 
 
 - 
 
 
 
 60 
 
 
 _ 
 
 
 43, 44, 45 
 
 
 _ 
 
 
 38, 39, 40 
 
 
 148 
 
 , 14< 
 
 >, 150, 151 
 
 - 
 
 
 144 
 
 Appendix 
 
 _ 
 
 
 _ 
 
 154 
 
 
 » 
 
 _ 
 
 147 
 
 _ 
 
 
 144, 
 
 Appendix 
 
 
 . 
 
 
 152 
 
 _ 
 
 
 . 
 
 144 
 
 
 - 
 
 
 122 
 
 - 
 
 
 
 27 
 
 
 138, 
 
 143, 
 
 Appendix 
 
 138, 
 
 140, 
 
 143, 
 
 Appendix 
 
APPENDIX 
 
 SPECIMENS OF PAPERS SUITABLE FOR PRIMARY CONSTRUCTION 
 MOUNTED AND DESCRIBED FOR CONVENIENT REFERENCE 
 
 ON the following pages are grouped selections of papers 
 of different grades with their sizes and weights given; 
 opposite these are given some of the variations in 
 weight and color which may be obtained for each style and 
 grade of paper. 
 
 The arrangement of papers is as follows: 
 
 Rough cover papers, — cheap grade, medium grade, high grade, 
 
 linen finish 
 Smooth cover papers, — plain (light weight), plain (heavy), 
 
 high grade, enameled 
 Print and book papers, — print, cheap book, medium book, 
 
 enameled book 
 Writing papers, — cheap flat ■ writing, high grade flat writing, 
 
 cheap bond, medium bond 
 Lining papers, — spot marble, wave marble, agate marble, 
 
 white glazed 
 Miscellaneous papers, — manilla wrapping, fibre wrapping, blot- 
 ting, gummed 
 It is impossible to mount the boards used for primary 
 handwork in such a book as this, and so they have been 
 labeled and mounted separately, and are not included with 
 this book. They are cut to 4M"x7/£", from the full sheets 
 indicated below: 
 
 Press board, — red and gray, 28x34-70 (number 70 shows lbs. 
 
 per gross) 
 Tag board —22^x28^-90, 1 10, and 1 30 (numbers 90, 1 10, 
 
 130 show lbs. per ream) 
 Bristol board, — cheap, high grade, tinted, folding, 22%x283^, 
 
 2 ply (100 sheets per bundle) 
 Marble board, brown, 26x38-60 (number 60 shows lbs. per 
 
 bundle) 
 Mounting board, gray, 22x28-5 ply and 10 ply (100 sheets 
 
 per bundle) 
 Pulp board, white, 26x38, No. 80 (number 80 shows sheets 
 
 per bundle) 
 Box board, white coated, 28x44, No. 016, (100 sheets per 
 
 bundle) 
 Straw board, 26x38, Nos. 35 and 80 (numbers 35 and 80 
 
 show sheets per bundle) 
 Cloth board, 22x28, Nos. 20 and 50 (numbers 20 and 50 
 show sheets per bundle) 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 ROUGH COVER PAPERS 
 
 While cover papers are made especially for 
 covering pamphlets, they have many other uses in 
 paper construction, such as linings for portfolios and 
 boxes, mounts for pictures, book marks, and fancy 
 envelopes. The most common size for a full sheet 
 of cover paper is 20 n x25" and the weights vary from 
 15 to 100 pounds per ream of 500 sheets. The 
 desirable weights for rough cover papers for school 
 use are from 40 to 70 pounds. Weights above 
 50 pounds similar to those shown on the opposite 
 page are made in a good variety of colors. Dealers 
 in paper can usually show also papers with a harder 
 finish, with a more pebbly surface, or in fancy ef- 
 fects, and with cut or deckled edges. There are 
 many attractive uses for fancy cover papers if a 
 printing press be available. Calendars, place cards, 
 menus, programs and announcements may be taken 
 as types of this sort of work, and the list extended 
 indefinitely. 
 
ROUGH COVER PAPERS 
 
 HIGH GRADE COVER, 20x25-60 
 
 LINEN FINISH COVER, 20x25-50 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 SMOOTH COVER PAPERS 
 
 Papers similar to those shown on the opposite 
 page are constantly used in elementary handwork, 
 and make a good variation from the rough surfaced 
 papers shown on the preceding page. Plain (super- 
 calendared) cover papers are made in a great var- 
 iety of colors and in weights varying from 1 5 to 
 75 pounds per ream. For much of the work the 
 lighter weights are desirable, and as these papers 
 are sold by the pound the cost per sheet for the 
 light weights is much less than for the heavy weights. 
 In a large school system this saving is considerable. 
 High grade cover papers are made in many differ- 
 ent styles and colors and with a variety of surface 
 effects, both rough and smooth. The enameled 
 covers are not used much in schools except where 
 printing presses are introduced, and then only in 
 upper grades and high school classes, but they are 
 shown here for comparison. Laid covers are used 
 so little at present that they are not illustrated here. 
 The usual difference between a smooth cover 
 paper and a rough cover paper consists in the 
 extra rolling the smooth cover paper is given. 
 Many kinds of paper are made in both rough and 
 smooth surfaces. 
 
SMOOTH COVER PAPERS 
 
 PLAIN COVER, 20x25-25 
 
 PLAIN COVER, 20x25-50 
 
 HIGH GRADE COVER, 22x28-70 ENAMELED (ONE SIDE) COVER, 20x25 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 PRINT AND BOOK PAPERS 
 
 Print papers are used for newspaper work 
 and for cheap hand bills in printing offices and are 
 frequently made up into scratch pads for pencil 
 work. The paper is suitable for booklet making 
 in schools where rigid economy is imperative. In 
 the lighter weights it is a good substitute for book 
 paper as it is easier to sew. Book papers are 
 usually made with a slightly grained surface similar 
 to that used in this book, unless to be used for 
 printing halftones or fine line work, where an enam- 
 eled book paper is necessary. Rough book paper 
 is suitable for pencil drawings, for free cutting, for 
 book making, and envelope making, and in general 
 is the most useful paper available for paper work 
 in school. Sizes of print and book papers range 
 from 24 n x36" to 36 n x48" for ordinary work, altho 
 deckled edge book paper is made as small as 
 12 n xl8 n . The most convenient size to handle in 
 school is 24 n x36 n , which is easily cut into eight 
 9 n xl2" pieces per sheet. The weights of book 
 paper range from 24"x36 n -30 to 24 n x36 n -100, 
 the 50 to 60 pound weights being the most used, 
 the usual weight for print papers of this size being 
 30 pounds. 
 
PRINT AND BOOK PAPERS 
 
 PRINT PAPER, 24x36-30 CHEAP BOOK PAPER, 24x36-50 
 
 MEDIUM BOOK PAPER, 24x36-70 ENAMELED BOOK PAPER, 24x36-70 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 WRITING PAPERS 
 Flats and bonds are intended especially for 
 writing but are used for printing also. They are 
 adapted to booklet and envelope making in pri- 
 mary classes and for some of the lines of work 
 where book papers are recommended. They 
 come in a considerable variety of grades and sizes 
 and weights. For this work the cheaper grades 
 are suitable, altho it is desirable to have the better 
 grades for occasional use and for comparison of 
 values. Sizes of certain kinds range from 1 6"x2 1 " 
 to 28"x34", the usual sizes being 1 7"x22" and 
 19"x24 n . The 1 7 n x22" cuts into four pieces of 
 letter size 8M«x 1 1 ". Weights vary from 1 7"x22"- 
 1 4 to 1 7 n x22"-28 the usual weights being from 1 8 
 to 22 pounds for this size. Some of the writing 
 papers come in tints, but white is the more usual. 
 They may be obtained in laid or linen finish as well as 
 the wove finish. Standard makes of writing paper 
 are usually watermarked, which assists in identifying 
 the different kinds. 
 
WRITING PAPERS 
 
 CHEAP FLAT WRITING PAPER, 17x22-20 
 
 HIGH GRADE FLAT WRITING, 1 7x22-20 
 
 CHEAP BOND PAPER, 17x22-20 
 
 MEDIUM BOND PAPER, 17x22-20 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 LINING PAPERS 
 
 Marble papers are used (or lining the insides 
 of covers of books and as a finish for boxes* 
 Glazed papers are used principally for a finish for 
 small boxes. They are thin enough to be easily 
 pasted and attached to other work, and are made 
 in many colors. There are three types of design 
 in marble paper, — the spot, wave and agate, and 
 the size is uniform, 20"x30 n . The glazed paper 
 has a uniform size of 20"x24 n and is made in many 
 brilliant colors, besides white, black, silver and 
 gold. In addition to these fancy papers, there 
 are plated papers with dull colors on one side, 
 parchment papers for covers and for special pur- 
 poses, and standard color papers valuable for the 
 study of colors and color schemes. While there 
 are other papers such as plain cover paper suitable 
 for lining, the thin lining papers finished on one 
 side only are best and easiest to use. 
 
LINING PAPERS 
 
 rf* - •• 
 
 SPOT MARBLE PAPER, 20x30 
 
 WAVE MARBLE PAPER, 20x30 
 
 AGATE MARBLE PAPER, 20x30 
 
 WHITE GLAZED PAPER, 20x24 
 
PAPER AND CARDBOARD CONSTRUCTION 
 
 MISCELLANEOUS PAPERS 
 
 Wrapping papers are made from a variety of 
 fibres, such as manila, flax, and silk, and vary in 
 size from 12"x18 n to 40"x48 n . The weights vary 
 in the 24 n x36 n size from 26 to 80 pounds per 
 ream, 30 to 40 being the medium weights. There 
 are besides the common manilla wrapping papers, 
 white wrapping, Japanese wrapping, and tissue 
 wrapping papers. 
 
 Blotting papers are made 1 9 n x24" size and of 
 weights varying from 60 to 1 40 pounds per ream. 
 Besides the ordinary blotting paper, there are 
 different styles of enameled one side blotting papers 
 for halftone work. 
 
 Gummed paper in several colors with glue on 
 the back is suitable for labels for books and boxes. 
 The usual sizes are 1 7 n x22" and 20 n x25 n . 
 
 The varieties of paper are very extended and 
 new papers are being constantly prepared for new 
 uses. A selected list of some of these is given in 
 chapter VII. 
 
MISCELLANEOUS PAPERS 
 
 MANILLA WRAPPING PAPER, 24x36-30 FIBRE WRAPPING PAPER, 30x40-60 
 
 BLOTTING PAPER, 19x24-60 
 
 GUM PAPER, 17x22 
 
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