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PROBLEMS IN ELEMENTARY WOODWORKING 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 
BOYS IN THE SHOP 
 
PROBLEMS IN 
 
 ELEMENTARY WOODWORKING 
 
 GRADED FOR 
 
 INSTRUCTION BY THE GROUP METHOD 
 
 HUGO J. P. VITZ 
 
 HEAD OF MANUAL TRAINING DKPARTiMENT, NORTH TEXAS STATE NORMAL COLLEGE, DENTON, TEXAS 
 
 THE SOUTHERN PUBLISHING COMPANY 
 DALLAS, TEXAS 
 

 Copyright, 1920 
 
 THE SOUTHERN PUBLISHING COMPANY 
 
 Alt Rights Reserved 
 
 NOV -5 1920 
 ©C(.A601389 
 
PREFACE 
 
 IN view of the lack of satisfactory textbooks that 
 give a course of problems covering the use of 
 tools, tool processes, and general principles that 
 govern the design of a course in woodworking, frequent 
 requests from former students have come to the 
 author to put in concrete form a course of problems 
 embodying the principles given to the students in 
 his method classes. This book is the result and the 
 reply to such a request. 
 
 This course is not perfect by any means, nor is 
 it intended to be the last word on the subject. How- 
 ever, considerable care has been taken in the design 
 and arrangement of the problems. Old standard, 
 proven problems have been re-designed to fit the groups 
 in which they have been placed. A number of new 
 problems have been included which ought to give new 
 
 Ufe to the work. Some deviations and additions have 
 been made which will add to the flexibility of the 
 course without sacrificing fundamental principles. 
 
 It is hoped that the use of grouped problems, per- 
 mitting selection from a large variety of designs involv- 
 ing the same tools and processes, the pictures of the 
 models preceding the group of drawings, the outline 
 of tools and processes under the respective groups, 
 and the arrangement for individual designs will help 
 to bring about an increa.sed interest on the part of the 
 pupil. This plan will satisfy pupils who have different 
 tendencies and interests, increase the knowledge and 
 control of fundamental tools and processes, without 
 which an attempt at advanced processes wiU prove a 
 faiku'e, and it will result in greater efficiency in class 
 instruction. 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 ACKNOWLEDGMENTS 
 
 Valuable assistance to the author in the preparation 
 of the manuscript of "Elementary Woodworking" is 
 hereby acknowledged as follows: 
 
 To Miss Mary Musgrave, Teacher of Elementary 
 Woodworking, Ft. Worth Public Schools for line work, 
 working drawings and the construction of a number of 
 models; to Messrs. S. J. McGinis, Director of Trade 
 Extension, University of Texas, J. M. Hinton, Manual 
 Training Department, Diamond Hill Public Schools, 
 and G. B. Trimble, Teacher of Manual Training, 
 
 Central High School, Ft. Worth, for assistance rendered 
 in the construction of the more difficult models for 
 several pictures ; to Mr. Homer Wright , Manual Train- 
 ing Department, Bonham High School and to Mr. 
 R. P. Curry, Manual Training Department Honey 
 Grove High School for special assistance in line work; 
 and to many others of the author's pupils and former 
 students, and to friends who have given valuable 
 assistance and suggestions, the author hereby wishes 
 to express his most grateful appreciation. 
 
 Hugo J. P. Vitz 
 
SUGGESTIONS 
 
 SUGGESTIONS 
 
 I. Selection. The problems that reciuire the same 
 tools and processes are grouped. This permits ^^elec- 
 tion by the pupil (under the supervision of t he teacher, 
 which selection furnishes motive as an incentive) 
 without the sacrifice of class instruction. Class 
 instruction can be successful only in so far as the pupils 
 can be kept near the same level of progress and attain- 
 ment. By having the problems grouped the instructor 
 can suggest the selection of a more difficult problem 
 to the more adept pupil wliile the slow pupil should Ije 
 urged to select an easier problem in the group. 
 
 A number of models having the .same utilit}' are 
 designed to fit several groups and are so placed. To 
 illustrate: In one group there will be found the foot 
 stool and taboret. The pupil desires to make both, 
 and yet has time to make only one piece in that group. 
 Since the taboret, differing in design, may be found 
 in a later group, the pupil selects the foot stool first. 
 
 TO TEACHERS 5 
 
 TO TEACHERS 
 
 In this manner selection from among standard models 
 is made possible. 
 
 It is suggested that at the beginning of the course 
 the pupils be requiretl to look over the problems listed 
 and make a tentative selection of those that he prefers 
 to make, selecting one as a first choice and another as 
 second choice from each group. This gives the pupil 
 a bird's-eye view of what he is expected to do in order 
 to complete the course. It should be made clear that 
 the construction of the models he has selected will 
 depend upon his abiht}' to keep up with the class. 
 
 To facilitate this .selection for beginning pupils, 
 l)ictures of the models (the di-a wings of which follow) 
 are shown preceding Groups I, II, III, and IV of 
 Part I and Group I of Part II. The pictures thus 
 grouped make it easier to make a selection. It helps 
 the boy to visualize the piece he expects to make and 
 the better to understand the working drawing. 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 
 By permitting choice, liaving tools and processes 
 grouped, the pupil not only learns the processes, but 
 by observation, by contact, learns how the same 
 principles and processes are applied in different ways 
 and in pieces of different utility. This gives him a 
 breadth of knowledge not obtained where either slight 
 or no selection is permitted. 
 
 Again where a pupil is far beyontl the rest of the 
 class in the completion of liis model in that group he 
 may be permitted to make another piece in the same 
 group. This gives liim a different application of the 
 processes involved and emphasizes the processes 
 already given in his previous piece. His time is not 
 wa.sted; his interest is maintained and yet he is kept 
 in line of progress with the class as a whole. 
 
 II. Design. The problems Hsted are suggestive. 
 Initiative in design should be encouraged. When- 
 ever the pupil wishes to make a model, the construction 
 of wliich fulfills the conditions and requisites of the 
 group, other things being equal, he should be permitted 
 to do so. For this purpose cross-sectioned sheets are 
 
 placed following the working drawings of each group. 
 The pupil should first furnish a pencil sketch (free- 
 hand mechanical tlrawing) with all dimensions satis- 
 factory to the instructor. This should be carefully 
 drawn in pencil on a cross-sectioned sheet, under the 
 proper group, using a scale of one division, or two 
 divisions, etc., to the inch, depending upon the size of 
 the piece to be drawn. This should be checked by 
 the instructor before actual work is begun. 
 
 III. Notes. This btiok is primarily a course of 
 problems logically graded. By experience and obser- 
 vation the author has found that each teacher trains 
 his pupils by methods with which he is most familiar. 
 Each teacher has some "pet" methods of construction 
 or presentation, etc. For this reason, to permit the 
 insertion of notes given to the pupil in class a suitable 
 note book should be prepared, permitting related 
 material and information to be kept with each respec- 
 tive group. 
 
SUGGESTIONS TO TEACHERS 
 
 IV. Reading Working Drawings. The teaching to 
 read working drawings should be a part of every course 
 in manual training. In teaching the usual subjects, the 
 aim is to go from the easy to the difficult. So, in pre- 
 senting working drawings of the models, slightly more 
 than half are shown with the grain of the wood repre- 
 sented as well as some shading. Such a drawing, of 
 course, is not a practical working drawing, but it 
 leads there. This has a two-fold advantage. First, the 
 pupil learns by example the direction in which the 
 grain of the wood should run when laying out hi.s work. 
 Second, he can the easier understand the worldng 
 drawing. By ehminating some of the difficulties in the 
 beginning, he readily learns to read drawings. Later 
 these helps are omitted, bringing him into direct con- 
 tact with standard, practical working drawings. His 
 ability to read is thus brought about step by step. 
 
 V. Exercises. Tlus textbook is divided into two 
 parts. It will be noted that each part begins with the 
 same exercises. The author has found that it jjays to 
 
 start a class with a simple exercise either inaugurating 
 the fundamental tools and processes, or as a quick 
 review of these fundamentals when a new year's work 
 is begun. If, however, sufficient time is allotted to shop 
 work so that Pai'ts I and II can be completed in one 
 year, then the exercise preceding Part II may be 
 omitted. 
 
 Part II introduces joints other than butt joints. It 
 will be noted that each of these groups is preceded by 
 an exercise of the joint used in that group. This 
 e.xercise should be made by each pupil before he begins 
 work on his model. In other words, beginning with 
 Part II the course consists of first an exercise, then its 
 application in a model, — another exercise and its 
 appUcation, etc. By such a combination the draw- 
 backs of the old Russian system are eliminated and yet 
 the good points are retained. The pupil gets concen- 
 trated tool processes without loss of interest. Many 
 pupils can make the exercise in one shop period. 
 
8 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 VI. Size of Pieces. The models given under the 
 groups are relatively small. The construction of small 
 pieces cuts down the cost of time and materials. Small 
 pieces eliminate much planing and thus permit more 
 time for other tools and processes, and "finish" which 
 is the weak part of many courses in manual training. 
 
 There are some processes, such as taking care of 
 warping, fitting long pieces, use of jointer plane, fram- 
 
 ing square, etc. which can be taught only in a practical 
 way bj^ making large pieces. To make allowance for 
 tliis, and as a special incentive to the pupil for good 
 work and speed, the last part of each course (Group V 
 in Parts I and II respectively) are devoted to the con- 
 struction of a school project, or anything else the 
 pupil is capable of making and wliich embodies any or 
 all tools and processes that he has previously used. 
 
TABLE OF CONTENTS 
 
 PART ONE PAGE 
 
 Introduction 1 1 
 
 Preliminary Exercise 12 
 
 Group I — Simple Structure 13 
 
 Index to Picture, Page 15 14 
 
 Picture of Models 15 
 
 Working Drawings 16 
 
 Group II — Simple Structure 27 
 
 Index to Picture, Page 29 28 
 
 Picture of Models 29 
 
 Working Drawings 30 
 
 Group III — Board Structure — Fastening with Nails 39 
 
 Index to Picture, Page 41 40 
 
 Picture of Models 41 
 
 Index to Pictures, Page 43 42 
 
 Picture of Models, 43 
 
 Working Drawings 44 
 
 Group IV — Board Structure — Fastening with Screws 53 
 
 Index to Picture, Page 55 54 
 
 Picture of Models 55 
 
 Index to Picture, Page 57 56 
 
 Picture of Models 57 
 
 Working Drawings 58 
 
 Group V — Individual Design — Review 69 
 
 9 
 
10 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 TABLE OF CONTENTS— CONTINUED 
 
 PART TWO PAGE 
 
 Introduction 73 
 
 Preliminary Exercise 74 
 
 Group I— Dado Joints 75 
 
 Index to Picture, Page 77 76 
 
 Picture of Models 77 
 
 Index to Picture, Page 79 78 
 
 Picture of Models 79 
 
 Introductory Exercise 80 
 
 Working Drawings 81 
 
 Group II — Face Cross-Lap Joints 89 
 
 Introductory Exercise 90 
 
 Working Drawings 91 
 
 Group III — Edge Cross-Lap and Doweled Edge Joints 99 
 
 Introductory Exercises 100 
 
 Working Drawings 101 
 
 Group IV — Doweled Butt Joint 110 
 
 Introductory Exercise Ill 
 
 Working Drawings 112 
 
 Group V — Individual Design — Review 117 
 
 Notes on Finishing , 123 
 
Part One 
 
 INTRODUCTION— GENERAL 
 
 11 
 
 INTRODUCTION 
 
 (A preliininary exercise 
 
 The usual practice in elementary manual training 
 has been to omit all strictly exercise pieces. However, 
 the author's experience has been that a preliminary 
 exercise embracing the fundamental tools and proc- 
 esses at the beginning of a course, while the interest is 
 naturally fresh, is very helpful, insuring far better 
 work than when it is omitted. In fact, the exercise 
 here given has been used by the author with splendid 
 results at the beginning of every year in every course 
 in hand woodworking, whether the pupil had previous 
 experience or not. To say the least, a good exercise is 
 a splendid brief review of tools and processes which 
 form the basis for all later work. 
 
 The definitions of, names of parts, comments, etc., 
 should be given of each tool or process as the pupil 
 comes to it in the course of the construction of the 
 exercise. Explanations telling the steps to be taken 
 should be placed in some permanent form on the black- 
 board or wall. 
 
 A knife hne should be used where accuracy is es- 
 sential. This is especially true where the line drawn 
 represents the end that will fit against another piece 
 as in joints. Since practice in making knife lines is 
 essential to gaining skill in their use, it is recom- 
 mended that the method taught in the exercise be 
 
 executed by all pupils.) 
 
 followed as far as possible throughout the course. For 
 some work, as in the case of irregular shapes, curves, 
 preliminary laj'out of joints, nothing but pencil lines 
 should be used. 
 
 Tools placed into the hands of the pupils in the 
 beginning should be SHARP. Then the instructor 
 should see to it that they are KEPT SHARP. The 
 practice of using dull tools is a most devitalizing 
 factor, against which the instructor should be forever 
 on guard. 
 
 NEW TOOLS AND PROCESSES 
 
 Jack Plane Edge planing. 
 
 Try Square Testing surfaces. 
 
 Rule Measuring. 
 
 Gage Setting and gaging. 
 
 Try Square l^i • ^ t ^■ 
 
 ,- >Squarmg kniie Imes. 
 
 Knife j ^ ^ 
 
 Bench Hook Forholdingworkin cross cutting. 
 
 . Back Saw Sawing to knife lines. 
 
 , Back Saw Sawing to gage lines. 
 
 PROBLEMS 
 An Exercise 
 
 (The broad faces and thickness are assumed true.) 
 
12 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 Stock 
 
 — J — Posihori ufhe/J souj/r^ ^o 
 I /f?e ri</hf of a //ne. 
 
 I St ST£P 
 
 s toork/r?g U/ce. „ 
 
 cuftir?if bener ee^i^. 
 
 Assume ujorA/rpo f<jce- or?c/ ffjark I 
 
 g^ ST£P 
 Jo/h/ the ojorkinq edqe 
 
 face * mark Ji as s^oujn 
 
 ih worhirtq 
 
 qaqinq 
 
 5^^ 5TFP 
 
 ifh of ^ from worH/m^ ec/^e . 
 Of? bofh broad ^i/r/ac^s. 
 
 fieosurv £ from beffer end ft- 
 square h'f?ffe fine A' around fhe s/oc/r 
 
 9tb STilP 
 /Measure 2±' /mm, /eff em/ /t " «- 
 ■3^uarff Hri/fe fine //"arvcnc/ f/K stixH 
 
 'S'^ STE.P y^ SXELP 
 
 t7eo5i/rs lenqfh of 9 \ from A * Measure io ^f?e C£/7^er(4^' from kjS<. square 
 
 S<^uare mother Hmfe lir?e '8 'around fhes^och fimfe One arou/w fhe s^och 
 
 Saw & ofccep/oh/e b/ocks fhf 
 
 nqhi^ er?d "p " ar?d /?ar?d ro 
 fr?^/rucfor for /nspe-cftor? 
 
 Cur of/' Jeff end coasfe 
 fcat/fffq one-ho/f of ''^'. 
 
 4.ih £)T^P 
 ^/a/7e frue io (fa^ f/rTCS. 
 
 Evary^' frorr? Pt end S.arrd 
 //n€'C\ 3<fuarg fm/fe f/rfts arot 
 
 12 tb ST^P 
 
 ^a<fe //rres -^ a/^arf < 
 i2fce£, from ffne D ' a 
 0mf arxf i;ack ia 'f?'\ 
 
 LAST STLP 
 
 ^aojfrome/hf A f'o //r?e P'y ^o 
 r/<jhf or Jeff of qa^e //r?e3 as 
 frjcZ/cafed /n ffye sJrop drzKvtfT^^ ahoye 
 
 PRELIMINARY LXERCISL 
 
Part One 
 
 SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 
 
 13 
 
 GROUP I 
 
 {The problem to be selected by the })upil under the guidance of the teacher.) 
 SIMPLE STRUCTURES— Unjoined Pieces 
 
 In this group, as in those that follow, the pupil is NEW TOOLS AND PROCESSES 
 
 permitted to select one of the problems listed. Or GETTING OUT STOCK 
 
 the pupil may be permitted to design a problem that i. Pencil iVlarkino- lines. 
 
 will meet the requirements of the group. For such 2. Fr.-uviing Square .. Measuring and squaring lines. 
 
 purpose cross-section paper has been added at the 3. Rule Pencil gaging. 
 
 end of each group. 4. Hand Cross Cut 
 
 ^, _, , , , . ,.„ .,. .,, . Saw Cutting out stock across the 
 
 ihe Problems havmg different utihty, will at times grain. 
 
 vary slightly in minor processes, such as in fastening 5. Hand Rip Saw Cutting out stock with the 
 
 hardware, etc. In such cases slight, special, individual grain, 
 
 instruction will be necessary. 
 
 THE PROBLEM 
 
 The sizes of stock differ in the various problems. i. j^ck Plane Planing broad surfaces. 
 
 For this reason pupils should learn how to get out 2. Block Plane End planing. 
 
 their own stock. This may not be feasible when the 3. Brace and Auger 
 
 class is first organized. In such case the instructor Bit Boring. 
 
 should furnish the pieces cut out before class work 4. Pencil Gage Laying off chamber. 
 
 has begun. Later, however, each pupil should be ^- Chamfering Planing obhque surfaces. 
 
 taught to get out his own stock. This should be a ^- i^°°^« ^^^^^^ ' ' ■ Smoothing surfaces. 
 
 nart of evprv conrsp ^- Sandpapering Use of sandpapering block. 
 
 pait 01 every cour.^e. g Varnishing Brush finish,— two coats. 
 
 Since this group only introduces the auger bit in FOURTEEN PROBLEMS 
 
 a small way, a thorough representation should be 
 
 made by tlie teacher as to the correct method of Spiral Pan Rack Ironing Stand 
 
 boring,— how bits are numbered, etc. This, together ^^°°^^ Holder Match Scratch 
 
 with the pupil's use of the bits of various sizes as they TtlTZ^f . Kitchen Order Pad 
 
 . i / ,, u 11 ■ u- ii 1 1 Ihermometer Key Rack 
 
 occur in future problems, should give him the needed Hat and Coat Rack Swing Board 
 
 familiarity without special consideration in a group Flower Pot Bird House Spool Holder 
 
 of boring problems. Ring Toss 
 
14 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE, PAGE 15 
 
 No. Name of Pioce to be Made Working Drawing on Page 
 
 1. Swing Board 19 
 
 2. Hat and Coat Rack 17 
 
 3. Spiral Pen Rack 22 
 
 4. Hat and Coat Rack 18 
 
 5. Broom Holder 22 
 
 6. Thermometer 21 
 
 7. Flower Pot Bird House 16 
 
 8. Match Scratch 20 
 
 9. Kitchen Order Pad 20 
 
 10. Ring Toss 19 
 
 11. Calendar 17 
 
 12. Key Rack 18 
 
 1.3. Spool Rack 16 
 
 14. Ironing Stand 21 
 
Part One 
 
 SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 
 
 15 
 
16 
 
 PROBT.EMg IN ELEMENTARY WOODWORKING 
 
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 V 
 
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 ~d penny fn/jh/n^ nai/s /v^*/ ch/^ 2^' 
 —pcJ//ton of .^poo& 
 
Part One 
 
 SIMPLE STRUCTURES— STRAIGHT LINES— CxROUP I 
 
 NOTE - For fhe aho^e me/a/ nacJr^taj/r for Copper ^ron^ F/a/ S 
 Co^/ Pa^M -^e/SOC ~ S/rrrrno^j //^tW. Co. ^/ lo^,s, Mo. 
 
 — HflT & COAT RRCK 
 
 1919 
 
 WtfT^''~ Ca/&r>o^r^ /o he s/Zschec/ may 
 be oof/&r> s/ sr-f or book ■s/orej- 
 
 CALfLNDAB— 
 
18 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ^'i'-*|*-l"-^li" — I — ls'--*j— l4'-^lg'--|'— la"-'|--la'--j— Is'— ■{•''H'"'^'"^ 
 
 — ^|- j|,J^2Z^l|ir3$^ 
 
 ^ iw^s^ Cvp hook 
 
 m 
 
 •KEY RACK- 
 
 HAT 8f COAT RACK- 
 
Part One 
 
 SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 
 
 19 
 
 RING TOSS- 
 
 ^ ^J^'-^^ — z=^ ^^-^ .^-" ^ ^ ^s- 
 
 
 
 ■" 18- . 
 
 
 ^li 
 
 SWING BOARD 
 
20 
 
 PROBLEMS IN ELEMENTRAY WDOD WORKING 
 
 ra: 
 
 w/jjmiii 
 
 MlMit 
 
 I ,r 
 
 nmmrM 
 
 n 
 
 MATCH 5CRATCI- 
 
 Tl^ 
 
 rTTWWTttii 
 
 LI 
 
 I 11 / / 
 
 ^C^S-AT-C" /=■/)£> 
 
 ■^ 
 
 7 1 1 \ \\ \ \ \ 
 
 \ 
 
 -KITCHEN ORDER PAD 
 
Part One 
 
 SIMPLE STRUCTURES— STRAIGHT LINES— GIWUP I 
 
 21 
 
 
 W^ 
 
 Vf- 
 
 1^ 
 
 m 
 
 '/^ 
 
 ^-1 \"^ s \^ 
 
 — ^THERMOMETER 
 
 ^ ^f_ 
 
 ■'• ^' - ) 
 
 ^b 
 
 
 -~^' 
 
 ■^^ S -^ -^'-^^ -^ -^ _L 
 
 IRONING- STAND 
 
22 
 
 PROBLEMS IN ELEMENTRAY WOODWORKING 
 
 NOTE.- 777e /T7e^/ *5o//i»/ rrn^y So tfo^sn -frv 
 
 K/MRTON HAU^T S- CO., A/c^Kfk. 
 
 — SPrRAL PEN RACK— 
 
 NOTE.:- The mefsl broem holder may be ifo//en from fhe STUMPING ANP 
 7~OOL. CO. La Cross, iV>s. 
 
 BROOM HOLDER 
 
Part Onk 
 
 SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 
 
 23 
 
 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 
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Part One SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 
 
 25 
 
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 riii"i!:i;;r!:iiiiiiiiiii!:iii"""!iii;iiiii~iii:"iiiii:"":i:::i"m"!:""ii::::::i:i:;i::i:::i:::iiiii: 
 
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20 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
Part One 
 
 SIMPLE STRUCTURES— CURVED LINES— GROUP II 
 
 27 
 
 GROUP II 
 
 (The problem to be seleckd by the pupil under the guidance of the teacher.) 
 SIMPLE STRUCTURES— Unjoined Pieces 
 
 The eclipse should be laid off on a piece of stiff 
 paper (full size), — then trimmed to pencil line, and 
 then used as a pattern. By using a pattern, instead 
 of laying off directly upon the wood, nail holes will 
 be avoided in the. finished piece. The string method 
 is suggested, — it makes a natural appeal to the pupil. 
 
 The draw-knife may not be needed in all problems, 
 yet, because it is used somewhat like a spokeshave 
 except for rougher work, a thorough discussion and 
 demonstration should be made. 
 
 In using the turning (or coping) saw, one should 
 saw to a pencil line and not through it. Such sawing 
 will avoid irregularities and consequently much 
 smoothing. 
 
 The file is a scraping tool, not a cutting tool. It 
 should be used only in smoothing round corners and 
 irregularly shaped edges and never to make one piece 
 fit against another. If used carefully, it will be 
 satisfactory in finishing the edges of curves before 
 sandpaper is applied. 
 
 THE ELLIPSE DRAWN BY THE STRING METHOD 
 
 1. Draw center lines at right angles to each other, 
 
 2. Lay off major and minor axes AB and CD, 
 
 3. With C as a center and radius OB, draw arc cutting 
 
 the major axis at E and F, 
 
 4. Drive small nails at E, F, and C, and tie string 
 
 as shown, 
 
 5. Replace nail C with pencil and move as shown by 
 
 dotted line. 
 
 NEW TOOLS AND PROCESSES 
 
 1 . Ellipse Using the string method. 
 
 2. Compass For locating nail positions. 
 
 (Foci of the ellipses.) 
 
 3. Pattern Outhning form on stock with pencil. 
 
 4. Turning Saw . . Or coping saw — sawing to curved 
 
 lines. 
 
 5. Draw-Knife. . .Removing the rougher and larger 
 
 portions. 
 
 6. Spokeshave. . . . For cutting smoothly to middle of 
 
 pencil line. 
 
 7. Wood-File For "touching up" curly places 
 
 just before sandpaper is applied 
 
 for surface finish. 
 Note: — Use same finish as that used for Group I, 
 namely Brush finish — two coats. 
 
 TEN PROBLEMS 
 Sling Shot Coat Hanger 
 
 Table Mat Horn and Hook Rack 
 
 Broom Holder Canoe Paddle 
 
 Bread Board Bow and Arrow 
 
 Sleeve Board Towel Rack 
 
28 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE, PAGE 29 
 
 No. Name of Pieop to be Made Working Drawing on Page 
 
 1. Canoe Paddle 32 
 
 2. Pressing Boa:\l 34 
 
 3. Bow and Arrow 30 
 
 4. Broom Holder 33 
 
 5. Coat Hanger 34 
 
 6. Towel Holder 31 
 
 7. Horn and Hook Holder 32 
 
 8. Elliptical Table Mat 31 
 
 9. Fork for Sling Shot 30 
 
 10. Bread Board 33 
 
Part One 
 
 SIMPLE STRUCTURES— CURVED LINES— GROUP II 
 
 29 
 
 ^1^^^^ > ^^^^^fci^Bii»tfc.i_:- "^BIP^^M 
 
 ^^^SJ2^^^^ 
 
 
 
 nHSHpHH 
 
 
 
 tHB^/" ^^ • 
 
 B^J 
 
 r^- ■ " 
 
 rj^T^ 
 
 -^1 
 
30 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 {'^rtrr eKnt) , 
 
 1 1 
 
 1 1 
 
 —FORK FOR SLING SHOT— 
 
 — Asrttsr- e//,p^ 
 
 n,M>/ ^//>~faj^n »v//4 . 
 
 EJ 
 
 Es^ 
 
 /-rteA:A ene^ r¥i/h Arrn^ 
 
 — The: aqrow- 
 
 BOW 8r ARROW- 
 
Part One 
 
 SIMPLE STRUCTURES— CURVED LINES— GROUP II 
 
 31 
 
 i 
 
 n 
 
 r 
 
 I 
 o 
 r 
 o 
 
 !3 
 
32 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 T 
 
 -CANOE. PADDLEr 
 
 HORN 8r HOOK HOLDER- 
 
Pakt One 
 
 SIMPLE STRUCTURES— CURVED LINES— GROUP II 
 
 33 
 
 _fi * t«ri^fh o^ /9f/nor gjf/s 
 
 ' fengfh of rr-i'ino r I 
 
 mo^af broom holt/er-- 
 fiiddress -Sfsmpinq and Too/ Cc.) 
 
34 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ^ c- ' /ertgth of rr^t^ 
 
 M^J^"^ '' \^ ^f^^cff 6«hr^sn ce^/<srjj^}p-^//yases -=^^^^ ^ ^^ 
 
 . 20--^^^^ 
 
 PRESSING BOARD- 
 
 
Part One 
 
 SIMPLE STRUCTURES— CURVED LINES— GROUP II 
 
 35 
 
 """""---"■""""-"""""""-"""""T"""""T""""" m 
 
36 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 
Part One 
 
 SIMPLE STRUCTURES— CURVED LINES— GROUP II 
 
 37 
 
 : ^ : : :__: 
 
 ::::::::::::::::::::::::::;;:E::::;:i::::::::i::::^ 
 
38 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 E::::::::::::::::::::::::::::::::::::::::i:::::::^ 
 
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 IIIZIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII-IIIIIIIIIIIIIIIIIIII---------------------------------------------- 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 39 
 
 GROUP III 
 
 (The problem to be selected by the pupil under the guidance of the teacher.) 
 BOARD STRUCTURES— Butt Joints (Fastening with Nails) 
 
 Particular attention should be given to marking portance, considerable care should be taken in the 
 
 knife hnes at an angle with the edge using the T-bevel. beginning, when habits of neatness, when pride in 
 
 Special precautions should be taken when slanting good workmanship, pride in the beautiful, is most 
 
 lines are drawn on opposite faces of a piece, that the easily molded in the life of the child, 
 face of the T-bevel is placed upon the same edge. The pupil should be shown how putty should be 
 
 otherwise the slant will not be in the same direction applied to nail holes. If the work is stained, how 
 
 and the work will be ruined. the putty should be colored with dry colors to match 
 
 It is important that the pupil learns the correct the stain. Colored putty should be applied to nail 
 
 principle of spacing nails in regard to grain, how nails holes after the work has been stained, 
 should be driven and how withdrawn, etc. 
 
 Heretofore, the suggestion for finish has been NEW TOOLS AND PROCESSES 
 
 merely to give two (2) coats of flat varnish, — just a 1. T-Bevel Laj'ing off at an angle. 
 
 brush finish. The color has been left "natural." 2. Nails Kinds, uses, and sizes. 
 
 In this group, it is suggested that a lesson be given 3. Hammer Nailing, principles as to grain, 
 
 in finishing. Each pupil should be given a small angle, etc. 
 
 piece, say %" x 2" x 8", which he should smooth plane, 4. Nail Set The setting of nail heads. 
 
 sandpaper, dust off with a cloth, stain, fill with one 5. Putty Filling nail holes. 
 
 coat of natural hquid woodfiller (Sherwin-Williams 6. Stain Preparation and application. 
 
 is good), sandpaper with No. sandpaper, give two 7. Filler Application of light liquid wood- 
 coats of quick-drjdng varnish, permitting at least 24 filler, 
 hours between coats. Let this be a "Brush Finish." Note: — For further information in regard to 
 
 An exercise piece as suggested, will result in a finish see notes on Finish, page 123. 
 beautiful finish, and prove to the pupil that the piece 
 
 will look one hundred percent better when proper TWELVE PROBLEMS 
 
 care is taken than when it is just "slapped on". Mail Box Mitre Box 
 
 One of the greatest criticisms of the work of young Marble Box Boy's Cart 
 
 teachers and in which respect the majority "fall down", Clothes Pin Holder Clothes Pin Winder 
 
 is in regard to the finish. No matter how well the Nail Box Shoe Polishing Box 
 
 work has been done, how accurate every point may fit, Knife, Fork, and Kitchen Stool 
 
 a poor job in the finish will spoil the piece of many Spoon-Tray Foot Stool 
 
 hours of labor. Since the finish is of such vital im- Bird House 
 
40 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURES ON PAGE 41 
 
 No. Name of Piece to be Made \\'orkiiij^ Drawing on Page 
 
 1. Clothes Pin Holder 44 
 
 2. Knife, Fork and Spoon Tray 47 
 
 3. Bird House 49 
 
 4. Mail Box 48 
 
 3. Nail Box 48 
 
 6. Marble Box 44 
 
Pabt One BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 41 
 
42 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE, PAGE 43 
 
 No. Name of Piece to be Made Working Drawing on Page 
 
 1. Miter Box 49 
 
 2. Boy's Cart 46 
 
 3. Clothes Pin Holder 45 
 
 4. Shine Box 47 
 
 5. Kitchen Stool 46 
 
 6. Foot Stool ' 45 
 
Part One BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 43 
 
44 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ■i .^fvtv f/ook~ 
 
 - bore hoJe hswno «» cJ^ Cifu&/ /o c//a of irvofT> hane//a 
 
 CLOTHES PIN HOLDER 
 
 ^—b/oc^ nai/eJ /o fop Orj/y- 
 
 m^ 
 
 ^ 
 
 ^ 
 
 S""? 
 
 •marble: box- 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 45 
 
 -S" bar sash //'/y for handip 
 
 o 
 
 o 
 
 r 
 
 
46 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ii32 
 
 k3-- 
 
 Whoever may ba fh^ s/js 
 of fh£- wheel used, p/^cs f^ 
 back of fhe ^hfff/fMs/ /s I'/ie 
 /'rej 'r, hne yv/lh fhe back of 
 
 BOYa CART 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 47 
 
 7v 
 
 Z 
 
 n 
 3 
 
 D 
 
 S 
 
 o 
 
 z 
 
 H 
 
 i 
 
48 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 Z 
 P 
 
 r 
 
 
 GO 
 O 
 X 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 49 
 
 2 
 
 H 
 D 
 
 n 
 
 k=s^ 
 
 O 
 
 I 
 O 
 
 c 
 
 Oi 
 
50 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ::::::::;:::::::: :::::E:: ::::::::: 
 :::r:i::::i::::i::ii;:ii:::i;::::; 
 
Part One BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 
 
 51 
 
 :::::::::::::::::::::::::::::::::::::::: :r::::::::i::::: :::::::: :::::::::::::::::::::::::::::::: ::::::: 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 
 iiiii"iiiii~i"iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim-i-i - --- 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 53 
 
 GROUP IV 
 
 {The problem to be designed by the pupil under the direction of the teacher.) 
 
 BOARD STRUCTURES— Butt Joint (Fastening with Screws) 
 
 Particular attention should be given to the method That is, pumice is mixed with the oil to make a paste, 
 
 of boring with gimlets in preparing holes for screws. which is applied hghtly over the surface. When this 
 
 The hole in the piece to be fastened, should be of such has been removed with an oily rag so that all pumice 
 
 size as to permit the screw to slip through snugly, yet has been removed, the entire surface is gone over and 
 
 easily. In other words the hole should have the same polished with lubricating oil alone. This gives an ex- 
 
 diameter as the shank of the screw. The hole in the piece cellent smooth velvety finish, smooth and hard and 
 
 to which above is to be fastened should have a diameter most pleasant to the touch. Pupils who have once put 
 
 equal to the diameter of the body of the screw at the on a finish like this will never be satisfied with anything 
 
 root of the threads. The classification and sizes of less, 
 
 screws should receive attention at tins thne. ^^^ ^^^^^ ^^^ PROCESSES 
 
 All the famsh given thus tar has been a Brush , ^ tt i i i i 
 
 Finish. At this place it is .suggested that a finer finish l' Gimlets How numbered and used. 
 
 be inaugurated, namely a "rubbed" finish. 2. Screws^. The method of fastening. 
 
 . . ,, J. . r X 1 1 11 3. Screw Driver. ... ihe proper shape of bit and how 
 
 As in the preceding group, a piece of stock should A ^^^ j^ ^ 
 
 be furnishe^ the pupil. The steps mentioned are the 4 g^j,^^ Wool Used after each of first two coats. 
 
 same as before with the following exceptions : 5 p^j^^ g^o^,^ Used with lubricating oil on third 
 
 1. Three coats of varnish should"'^be given instead coat of vai'nish. 
 
 of two. Harrison's Floor Varnish, wliich is dust proof 6. Lubricating Oil . . Used as the final finish. 
 
 in four hours, heel proof and waterproof, is an excellent 7. Countersink Note that although this will not 
 
 varnish, especially in shops where it is difficult to keep be used in all problems, yet 
 
 away from the dust. its use and purpose should be 
 
 2. The first two coats, after drying hard in from 12 ^""y explained and demon- 
 to 24 hours, are each smoothed down with No. 00 steel strated. 
 
 wool, and then the dust and small particles removed FOURTEEN PROBLEMS 
 
 with a sUghtly dampened cloth before the next coat is 4 Taborets 1 Umbrella Stand 
 
 ^PP^^^- . 2 Foot Stools 1 Wall Shelf 
 
 3. The third and last coat is first rubbed down to 2 Magazine Racks 1 Envelope Holder 
 a smooth surface with pumice stone and lubricating oil. 2 Book Troughs 1 Broom Holder 
 
54 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE, PAGE 55 
 
 No. Name of Piece to be Made A\orking Drawing on Page 
 
 1. Table Magazine Rack 60 
 
 2. Wall Book Shelf 63 
 
 3. Envelope Holder 61 
 
 4. Book Rack 59 
 
 5. Foot Stool 61 
 
 6. Broom Holder 62 
 
 7. Foot Stool 60 
 
Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 55 
 
56 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE ON PAGE 57 
 
 No. Name of Piece to b<' Made Working Drawing on Page 
 
 1. Book Trough 63 
 
 2. Umbrella Stand 58 
 
 3. Table Magazine Rack 59 
 
 4. Taboret 62 
 
 5. Taboret 64 
 
 6. Taboret 64 
 
 7. Taboret 58 
 
Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 57 
 
58 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 FRONT yiEW 
 
 \^ BOTTOM VIEW 
 
 -TABORET- 
 
 — UMBREILLA STAND- 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 59 
 
60 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 -TABLE MAG-AZINE RACK- 
 
 FOOT STOOL- 
 
Past One 
 
 BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 61 
 
 ENVELOPE HOLDER 
 
 "a >-'.' jc/-d>*v-/ 
 
 FOOT 5T00L- 
 
62 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 -/o f&9^ heac/^crew ^ ' 
 
 BROOM HOLDER- 
 
 — ^TABORET- 
 
Part One 
 
 BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 63 
 
 ■WALL BOOK SHELF- 
 
 MJ \?^ 
 
 •BOOK TEOUG-H- 
 
fi4 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 65 
 
 :::::::::::::::::::::::::::::::::i::::::::z::::^ 
 ::::::::: ::::::i:::i::::: :::::::::::::::: ::i::::: ::=;;:=: :::::::::±::=:: :===:==:=:=:::== ======= 
 
66 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 
Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 
 
 67 
 
 :i::::i: :::::::: ::::::i: :::::;:: :::::i:: :=::::::::=:::::::::::::::;:::::::::::::::::;::::::::::: ;:::::: 
 :r::::i: :::::":" :i::::i" :::::::" :::::::::::::::: ^ 
 
 =ffiSffl 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 H 
 
68 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
Part One 
 
 BOARD STRUCTURES— GENERAL APPLICATIONS— GROUP V 
 
 69 
 
 GROUP V 
 
 {The problem to be designed by the pupil under the direction of (he teacher.) 
 BOARD STRUCTURES— General Applications and Review of Part I 
 
 The course with regard to tools and tool processes 
 in Part One really closes with Group IV. The work 
 through Group IV must be completed by the pupil in 
 order to pass the subject. This is the minimum re- 
 quirement. Group V has been added to take care of 
 the exceptional pupils as well as to permit the construc- 
 tion of one special piece which may or may not fit any 
 previous group. However, the design must not include 
 tools which have not been previously treated in any of 
 the groups. Again, the problem may be a community 
 or school piece, something to be used either in the 
 school building itself or somewhere in the communitj-. 
 Part V may be held out to the pupil as a special 
 incentive, — a reward for good work. It may be con- 
 sidered the "rounding out" group, the group for gather- 
 ing "loose ends" of the course and where applications 
 may be more general than that permitted in the special 
 groups. 
 
 This group will require more individual instruction. 
 During the time devoted to this group, the instructor 
 should review the tools and processes covered by Part 
 
 One, assign questions for review, and in general shape 
 instruction with a general examination of Part One in 
 view. It is during this time that false impressions of 
 tool processes, etc., which may have persisted, should 
 be finally corrected. 
 
 NEW TOOLS AND PROCESSES 
 
 No new tools should be used here. However, there 
 may be slight deviations permissible in tool processes 
 where the pupil has shown marked abilitj-. 
 
 PROBLEMS 
 
 List here the problem to be designed by the pupil, tutjelher tcith 
 the page number of the cross-seclioned sheet on irhich he will hare 
 finally drawn the piece he expects to make. 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 
 :::::::: ::::i::::i::::i: :::::::::::::::::::::::: ^ 
 ii:::::: :::::::: :i;:::E; :::::::::::::::: ::::::::;: 
 
Part One BOARD STRUCTURES— GENERAL APPLICATIONS— GROUP V 71 
 
PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ; : :i:i;i;::::i:;;i::iii::::ii_:z:i;:i:i:ii:;i; 
 
 :::::::::::::;::::::::;;::::::::::::::::::::::::;::::;:: ::i::::: :::::::::::::::: :::::i:::::: 
 
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Part Two INTRODUCTION— GENERAL * 73 
 
 INTRODUCTION 
 
 ELEMENTARY JOINERY 
 
 The problems in Part One consisted of Simple and Two may both be given during the same school year, 
 
 Board structures, there being no other but plain butt the exercise may be omitted if necessary. If possible 
 
 joints. In Part Two, the pieces that fit together are it should be given. 
 
 especially shaped. There are many different kinds of A quick review and demonstration by the teacher 
 
 joints which may be placed or grouped in about before his class with these fundamental tools will do 
 
 eight classes. In Part Two, three different types of much to gather the loo^e ends wlrich the pupils may 
 
 joints are used, namely, Lap-Joints, Doweled Edge have forgotten. 
 
 Joints, and Doweled Butt Joints. The other classes of 
 
 jomts are left for advanced woodworking, involving REVIEW OF FUNDAMENTAL TOOLS AND 
 
 more difficult tool processes. So in Part Two the models 
 
 constructed involve only the use of the simpler ele- 1- T"e Plane. . .Manipulation and adjustment. 
 
 mentary joints mentioned above. 2. Try Square. . . Its applications and use. 
 
 „. ,, ... , , , , 3. Rule Measuring using a common starting 
 
 Smce the success of jomery depends largely upon 
 
 the skill with which the joints are laid out, cut and , ^, „ ^^. , • i ^■ 
 
 '' 4. CjAGE Settmg and manipulation. 
 
 shaped by the fundamental tools, — the same intro- ^ t- /~i ^ u • i r i 
 
 . . . o. Knife Correct sharpening and u.se tor inark- 
 
 ductory exercise is here inserted, preceding the regular ^ 
 
 work of the group. Tliis is especially necessary where q ^^^^^ Hook. . Holding work for cross-cutting. 
 
 no work has been done for some time such as at the 7 -g^^^ g^^, . Sawing to knife hnes. (Cross-cutting.) 
 
 beginning of school, after several months' vacation. g_ ^^^^ Saw. . . .Sawing to gage lines. (Rip-sawing.) 
 
 The exercise given involving the fundamental tools 
 
 will not take long and yet gives the pupil a quick con- ONE PROBLEM 
 
 centrated review of fundamentals. If, however, enough AN EXERCISE— See Page 74 
 
 time is given to shop work so that Part One and Part This exercise to be executed by all pupils. 
 
74 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 Posiho/7 u/he/7 Gaw/rrtf /o 
 fhe r/f^/ of a //he. 
 
 I a STEP 
 
 Assume toorkirxi face <ir?c^ rtJarif I 
 
 sa 5T^P 
 
 gta 5TEP 
 
 etb Ste:p 
 
 tfeou/re len^fh 
 
 5t2 5TF.P 
 
 Goqe widfh of 2 from worhnq eJ^e. 
 qacfinq 0/7 bofh bro(3(f ,5urt^c0S. 
 
 y^ STELP 
 * Measure -fo /fie cer/erf^^f'^om^J^^ijuon 
 
 ■'A^.vM f<nife line arcufid fhe sfoch. 
 
 ~ ~ haff of ^ ■ ' " ^ ' A^ 
 
 4.t>; 5TLP 
 
 E.\^ry ^i frorT7 Jpf e/Tc/ d.orfd 'h midJIe 
 
 f^easure £^ ' frorT? /eff ^w' > " $c 
 x5<fUe7nff hmfe /ir2e f? 'afrt^f?^ ffie s^acJi 
 
 Saui & ciCCepfGbfe blocks fivm 
 
 riijhi end "p " ar2d J?ond to 
 
 in^fructor for jftypccfton 
 
 Cc^/ off /eft cf7d Loasfe 
 fco(/'/ff one-ha/f of fi '. 
 
 LA5T ST^P 
 
 Saa^ from e/f</ A /o //ne P'\ /o 
 fii^hf or /eff of qa<ye ///?es as 
 if?cf/cafed m fhe s/top drow/rd^ obo^e. 
 
 ua^B //r7e3 -^ <^flprf 0/7 brood 
 i£tC0& frorT} nne: D' across th& 
 0/7d and back /a 'D' on boch face. 
 
 PRELIMINARY LXEIRCISL' 
 
Part Two 
 
 BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 75 
 
 GROUP I 
 
 {The prohlem to be selected by the pupil under the guidance of the teacher.) 
 BOARD STRUCTURES— Dado Joint (Fastening with Glue) 
 
 i^?;m^m 
 
 -fry ^^Lf3r^ 
 
 In laying off the dado, special care must be taken 
 to make good knife lines across the surface (working 
 face). 1'1h-i' sIkhiM lie extended on both edges with a 
 
 sharp pencil line. The 
 ■^^^^ depth of the dado 
 Lch.s^/ should then be gaged 
 between these pencil 
 lines. Then mark knife 
 lines right over the 
 ^ Ijencil lines but only 
 as far as the gage 
 line, thus completing 
 the knife line for the 
 whole dado joint. By 
 using this method, im- 
 necessary knife hues 
 on exposed surfaces 
 will be avoided. The 
 ^'^^■^■ pupil should be care- 
 
 ful to saw to the waste side of the line so that the dado 
 will not be larger than that laid off in the beginning. 
 
 In chiseling this joint, the flat side of the chisel 
 should be do\\n. The dado should be chiseled from the 
 outside toward the middle, as shown in the section in 
 Fig. 1, and then finished to the gage line as shown in 
 Fig. 2. 
 
 In order to be certain that the dado has been 
 cleaned out in a straight line to the correct depth all 
 the way through, the blade of the try scjuare should 
 be placed in the dado as shown in Fig. 3. After the 
 
 pupil's judgment has been better developed, he may 
 just use the edge of the chisel as a straight edge for 
 this testing. Again it is permissible to make the part 
 between the ends of the dado very sHghtly deeper 
 (1 /128th of an inch) which will insure that the joint at 
 the edge will make a perfect fit when pressed together 
 either with clamps or by the pull of the screws or nails 
 used in fastening. 
 
 In addition to the glue, it is recommended that as 
 a rule either screws or nails be used for fastening. In 
 some types of construction glue alone will be satisfac- 
 tory. In the latter case the parts should be kept under 
 pressure of clamps for 24 hours. 
 
 Since both screws and nails are used in this group 
 a review is recommended. A review of the use of the 
 countersink should also be given. 
 
 NEW TOOLS AND PROCESSES 
 
 1. Dado Joint. . . Classified as a modified half-lap joint. 
 
 2. Chisel Cliiseling across grain to gage line. 
 
 3. Glue On Dado before fastening with screws. 
 
 TEN PROBLEMS 
 
 Watch and Key Rack Neck Tie Rack 
 
 Book Rack Tooth Brush Rack 
 
 Book and Desk Rack Gun Rack 
 
 Child's Stool Wall Paper Rack 
 
 Flower Box Slipper Box 
 
70 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE ON PAGE 77 
 
 No. Xame of Piece to \>o Ma<'.o Working Drawinf": in Page 
 
 1. Rook and Desk Rack 83 
 
 2. Watch and Key Rack ,81 
 
 .3. Paper Rack 84 
 
 ■1. Book Rack 84 
 
 5. Tooth Brush Holder ■ 81 
 
 G. Necktie Rack : 82 
 
Pabt Two BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 77 
 
78 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 INDEX TO PICTURE ON PACE 79 
 
 No. Name of Piece to lie Made ^A'orking Drawing on Page 
 
 1. Gun Rack 85 
 
 . 2. Slipper Box 85 
 
 3. Child's Stool 83 
 
 4. Flower Box 82 
 
Part Two 
 
 BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 79 
 
80 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 Bore and Cet^n/ar^/hk /or * S F H. Screws 
 
 L^. 
 
 -fln.,h^Jp,^ce-3^' 
 
 \ 1 
 
 CUT- READY TO FIT 
 
 ((?/uf ar,d /oj/i^ .v,//, "te F.H. screws—/^') 
 
 PETAIU5- ONE WANTED 
 
 NOT^ ■ — A6 .sane^per shoukf he 
 as^ on /h/s exerctse. The pieces 
 shouy be /ef/ j^s/ as shape<^ »v,7/> 
 the Cij^tnq iods.. 
 
 PRELIMINARY ELXELRCISEl- DaDO Joint 
 
Part Two 
 
 BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 81 
 
 -^'-i x ^"c/oyve/ 
 
 0) 
 D 
 
 C 
 
 I 
 
 D 
 7J 
 
 £— **(? ^// <5c'i-»»»-/7 cfoatx*/ ^' ^^vfn et^^ 
 
 I 
 
 o 
 
 I 
 
 
82 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 FLOWER BOX 
 
 necktie: rack- 
 
Part Two 
 
 BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 83 
 
 o 
 
 z 
 
 r 
 
 Q 
 O 
 
 r 
 
 CD 
 O 
 O 
 
 »> 
 O 
 
 n 
 o> 
 :^ 
 
 o 
 
84 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 -4SE 
 
 PAPER RACK- 
 
 BOOK FRACK 
 
Part Two 
 
 BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 85 
 
 GUN RACK- 
 
 r^ 
 
 —7-^ 
 
 o • ' o; - : o ■ Q , ■<'o_ o o o; ,o 
 
 . op^o/j/er/rjq ^ 
 
 -SLIPPER BOX- 
 
so 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 q- """"::"::"!":■::""""::" 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ;:.:::;;;:::.;;;;:;:::.:::::;;;;;;;;;;;:„:;;. ;±;:;;;:; ;:.;;;;;;;:;::;: :::;;;xi;;;. :;:::;:::: :;::::: 
 
Part Two BOARD STRUCTURES— DADO JOINT— GROUP I 
 
 87 
 
88 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 
Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 
 
 89 
 
 GROUP II 
 
 (The problem to be selected by the pupil under the guidmice of the teacher.) 
 BOARD AND FRAME STRUCTURES— Face Cross-Lap Joint 
 
 The difference between a face cross-lap joint and an 
 edge cross-lap joint is mainly in the difference in the 
 proportions of the joint. The face cross-lap means a 
 greater width for chi.-reling, a less depth for sawing, 
 while the edge cross-lap is just the reverse. The 
 general principles however are the same, though the 
 face cross-lap is usually a little more difficult for 
 beginners than the edge cross-lap. For this reason the 
 edge cross-lap joint has been placed with the doweled 
 edge joint in the next group. 
 
 If the student has learned the fimdunientals of the 
 last group, the dado joint group, then he ought to 
 master the face cross-lap very easily. The difference 
 between the face cross-lap and the dado joint is that in 
 the dado only one of the pieces is sawed and chiseled, 
 while in the face cross-lap both pieces to be joined are 
 chiseled. Again the face cross-lap is wider and more 
 difficult to chisel than the dado which is narrower. 
 
 The instructor should see that the fundamental 
 principles illustrated in the last group are re-emphasized 
 under the slightly changed conditions. 
 
 Various methods of fastening face cross-laps are 
 used. Glue, brads, flat head screws, corrugated fasten- 
 ers are used, but special precaution should be taken 
 that the brads, screws and fasteners are driven in on 
 
 the unexposed surfaces only. Glue alone is often entirely 
 satisfactory if properly heated and applied, though a 
 better job is done when a metal fastener is used in 
 addition to the glue. 
 
 The importance of accuracy in making knife lines, 
 the correct sawing to such lines, should 1)C particularly 
 emphasized. 
 
 NEW TOOLS AND PROCESSES 
 
 Face Cross-Lap Joint. . . .The usual half-lap joint. 
 
 Chisel Chiseling over a larger sur- 
 face running with the 
 grain. 
 
 Note: — In chiseling a piece with an oblique grain, 
 the chisel should be started so that a possible split 
 would come in the waste portion of the joint. 
 
 TEN PROBLEMS 
 
 An Exercise . . . 
 
 . Page 90 
 
 Hall Hat Rack.. Page 94 
 
 Spool Rack ... 
 
 . " 91 
 
 Fruit Basket ... " 95 
 
 Taboret 
 
 . " 91 
 
 Hall Tree " 95 
 
 Hat and Coat 
 
 
 Plant Stand .... " 96 
 
 Rack 
 
 . " 92 
 
 Picture Frame . . " 96 
 
 Book Rack 
 
 , " 92 
 
 Aero-Plane 
 
 Wind Mill 
 
 " 93 
 
 Wind Mill. ... " 97 
 
 Flower Stand .' . 
 
 . " 94 
 
 
90 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 - f'msh&J picCG y^ - 
 
 11 
 
 - finishet^ p/ec€ — 7"^" 
 
 
 DE.TAIL-5 - ONE WANTED 
 
 CUT- READY TO FIT 
 
 (G-Zue. and fasten wiZh g'Sr^Js) 
 
 Note - At sar^^p^r ^ho^y bo ^amy cr, fh,s 
 
 e^'e'^C'sc . "TTt^ pieces ^/te^iiy Se /e/"/ jiw3-f aa 
 ^Mspea ^i^h Zhe cui'Z/rj^ ^00/3. 
 
 PREILIMINARY LXELRCISL-Face CrosS-LAP JOINT- 
 
Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 
 
 91 
 
 -Crcis-Lap Jomi-/a^/fsrt 
 w///t ok/e, an€i S" briefs 
 
 ■SPOOl- RACK- 
 
 ■TABORET 
 
92 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 rr; 
 
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 - ho/C/sp, ^/c/a<s/, snc/ ^3//e^ ffom f^r bsck- 
 
 HAT 8r COAT RACK 
 
 BOOK RACK 
 
 Ha//Lap^-)/lued 
 
Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 
 
 93 
 
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94 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
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Part Two BOARD AND FRAME STRUCTURES- FACE CROSS— LAP JOINTS— GROUP II 
 
 5)5 
 
 -FRUIT BASKET 
 
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96 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
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 — picture: frame:- 
 
Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 
 
 97 
 
 THE. PLANE. 
 
 fasic^mnff YV'/h sc^rt 
 
 fS 
 
 tjaen g/ucJ end 
 
 bradi, bore ^or 
 shank of^i-^fW 
 
 °WI^ 
 
 ASSEIMBLEID 
 
 
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98 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 :::::;:::::::::: ::::;::::::::::: ::::::;:: 
 
Part Two BOARD ANDFRAMESTRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 
 
 99 
 
 GROUP III 
 
 (The problem, to be selected by the pupil under the guidance of the teacher.) 
 BOARD AND FRAME STRUCTURES— Edge Cross-Lap and Doweled Edge Joint 
 
 The difference between the Edge and the Face 
 Cross-lap joints, as well as their similarity should be 
 again pointed out to the pupil as explained in the 
 previous group. 
 
 Edge Cross-Lap joints are usually fastened with 
 glue alone. Sometimes where a good joint has been 
 made no fastener is used though this is not advisable. 
 Good, fresh, hot glue should always be used. 
 
 In discussing the dowel edge joint, the instructor 
 should point out the principle in design of such a joint. 
 Each dowel should support the same amount of the 
 edge joint. For example, if two dowels are used in an 
 edge joint 9" long, then each dowel should support 
 43^" of the edge. In other words each dowel should 
 be 2J4" from their respective end, which places them 
 in the middle of their portion of -i}//- Again if three 
 dowels are used in an edge joint of 24", then in order 
 that each supports its share of the joint, the dowels 
 should be respectively 6" apart, while the outside dowels 
 are 3" away from their respective end. An examination 
 of the drawings in this group that show the position of 
 the dowels will illustrate tliis point. 
 
 A dowel joint well made is strong. If poorly made, 
 it is worse than if the edges of the laoards were simply 
 glued together. The hole bored should always be deeper 
 — from ^" to }/s" — than one half of the dowel used. 
 If the hole is made exactly the length of the half dowel, 
 then when slu-inkage takes place in the board, while no 
 shrinkage takes place in the dowel along the length of 
 
 its grain, the dowel will force the edge apart. This 
 should be well emphasized. 
 
 Again in gaging the middle of the edge, for the 
 position of the dowel, care should be taken that the 
 gaging is done from the sides that will lie in the same 
 plane when the piece has been glued together. Tliis 
 gaging, together with the cross lines, should be done 
 while the pieces are clamped in the vise, edges side by 
 side, and the working faces to the outside. 
 
 NEW TOOLS AND PROCESSES 
 
 Boring for Dowels. .Getting the holes perpendicular 
 
 and in line. 
 
 Bit Gage Getting a uniform depth. 
 
 Dowels Having groove on the sides for 
 
 the escape of surplus glue. 
 
 Hand Screws Clamping small pieces. 
 
 Steel Clamps Drawing up and clamping edge 
 
 joints. 
 
 TEN PROBLEMS 
 
 An Exercise . . . Page 100 Foot Stool Page 104 
 
 Taborets " 101 Umbrella 
 
 Plant Stand. . . " 102 Stand " 104 
 
 Book Rack " 102 Dish Drain 
 
 Taboret " 103 and Drier. . . " 105 
 
 Writing Plant Stand ... " 105 
 
 Stand " 103 
 
100 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 note::- No ssncfpsfier 
 
 CUT-REJ»DY TO FIT 
 
 - ^/£>cAr~/^^ ' 
 
 TT 
 
 II I i 
 
 
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 DETAILS ONEL WANTED 
 
 EDGE CROSS-LAP JOINT 
 
 CUT- REI\DY TO FIT 
 
 DE:TAIL5 — TWO WANTED 
 
 noWFl Fn F DOF JOINT 
 
 PRELIMINARY EXELRCISELO 
 
Part Two BOARD AND FRAME STRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 
 
 101 
 
 
 \SNs/ TABORET- 
 
 MH 
 
 ■1 ..- i ll 
 
 rr-.T-.-i— '.-H-[ <\ 
 
 i;:Spt!?E:ii:Ij 
 
 -TABORET 
 
102 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 PLANT STAND 
 
 ^*^ Cre3S'Lep~o/ut 
 
 BOOK RACK- 
 
Part Two BOARD AND FRAME STRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 
 
 103 
 
 J*i.2-"»i 
 
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 ii 
 
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 — TABOREIT 
 
 ■Fa^fert wifh £-'8 l?H Scre>r3- li 
 
 WRITING 5TAND 
 
104 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 NOTE.:- This j/oo/ rr-,ay be <^fi/>oi>/ere^ 'yokstrei/. 
 
 FOOT STOOL 
 
 —UMBRELLA STAND— 
 
Part Two BOARD AND FRAME STRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 
 
 105 
 
 DISH DRAIN 8r DRIER 
 
 PLANT STAND — 
 
106 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 
Part Two BOARD ANDFRAMESTRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 107 
 
 
lOS 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 ;;;;;;;;;;;;;;;;;;;;;;; I'CI----I --- 
 
 :::i::::: :::::::::::::::::::::::::::::::::::::::: ::i:::: 
 
Part Two FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 109 
 
 GROUP IV 
 
 (The problem to be selected by the pupil under the guidance of the teacher.) 
 FRAME STRUCTURES— Doweled Butt Joint 
 It is very important in this group that the butt furniture is always made with mortise and tenon joints. 
 
 joints are carefully laid out and the pieces cut square. 
 Care must be exercised in the layout of the centers 
 for the dowels as well as in the boring of the holes. 
 
 The instructor should review the principles of 
 doweling an edge joint, since edge joints again have 
 a prominent part in this group. Also the principles 
 for determining the depth of the holes to be bored 
 and the use of the bit gage. 
 
 The use of steel clamps, the squaring of the work 
 when gluing, should again receive prominent mention. 
 
 It should be pointed out that a dowel joint, though 
 a good joint where the work is well done, is not as 
 good as what is known as the mortise and tenon joint, 
 which they will get in their advanced work. That as 
 far as outward appearances is concerned, one can not 
 tell if the joint is doweled or mortised. That the best 
 
 That doweled joints should rarely be used for large 
 pieces, especially where there is considerable strain. 
 
 NEW TOOLS AND PROCESSES 
 
 Doweled Butt Joint Layout, Boring, Gluing. 
 
 Steel Clamps Clamping pieces square. 
 
 Mitre Box Cutting butts. 
 
 An Exercise 
 
 Taboret 
 
 Foot Stool . . 
 Dutch Plant 
 
 Stand 
 
 Jardiniere. . . 
 Umbrella 
 
 Stand 
 
 TEN PROBLEMS 
 
 Page 110 Waste Basket. . Page 113 
 
 111 
 
 Book Trough.. . 
 
 " 114 
 
 111 
 
 Magazine 
 
 
 
 Rack 
 
 •• 114 
 
 112 
 
 Sewing Table. . 
 
 " 115 
 
 112 
 
 Shine Box 
 
 ■' 115 
 
 113 
 
110 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 rO 
 
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 CUT- READY TO FIT 
 
 note: on P0WE.L5 
 
 T/jff c/owe/ ty-see^ shot/Jc^ h,3i^ /wo 
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 "fvn, &n</ fn be/n^ c/r> i/sn^ msy ^f^ce 
 
 of /Ae p/'ecs. 
 
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 Note. :- TTJ- ,n=^rucA»- shocy r^mish pu/D,/s wM ^fta 
 
 — PREILIMINARY EXERCI6E:- DOWEILELD BUTT JOINT — 
 
Part Two 
 
 FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 
 
 HI 
 
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112 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
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Part Two 
 
 FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 
 
 113 
 
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 —waste: basket- 
 
114 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
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Part Two 
 
 FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 
 
 115 
 
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 v,tr-i"::-.v-":::rr-.-:.-->r,^ 
 
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 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 :::::ii:::i::::::ii:::-:m:iiiiiii:ii-iiii:---r---r:-iiiiiiiiii-ii-"iiiiiiiiiiiiii 
 
Part Two FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 
 
 117 
 
 '_"_"-■"""_------_----_--------""--■ 
 
118 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
Part Two BOARD AND FRAME STRUCTURES— GENERAL APPLICATIONS— GROUP V 
 
 GROUP V 
 
 {The problem to be selected by the pupil under the guidance of the teacher.) 
 BOARD AND FRAME STRUCTURES— General Applications and Review of Part II 
 
 119 
 
 Just as in Part One,— Group V of Part Two gives 
 opportunity for selection of everytliing that has gone 
 before, the opportunity for design and execution of 
 problems that may take in different combinations of 
 tools and processes than those listed in the groups, 
 opportunity for re'V'iew of tools and processes and the 
 gathering of loose ends, the correction of false impres- 
 sions and executions that may have persisted. 
 
 Just as in the review of Part One, the instructor 
 should devote a few minutes daily to the review of 
 tools and processes covered in Part Two, being careful 
 that none are omitted. It has been found very 
 helpful to furnish the pupils with a set of questions, 
 say from 50 to 100, which cover the entire work of the 
 course. Having something definite to work toward, 
 the pupils show greater interest in preparation for the 
 general examination that is to follow. In fact, the 
 better plan would be to give sets of questions for each 
 group of problems as the work progresses. If this is 
 done the general review of the Part will be much easier. 
 An additional advantage in giving sets of questions 
 
 is that it helps the teacher to know that the vital parts 
 of his instruction are not omitted. It is well for the 
 teacher to check questions and topics he has taken 
 up with the class. It is self evident that the pupil 
 should not be tested on work which has not been 
 presented in the recitation or demonstration. 
 
 NEW TOOLS AND PROCESSES 
 
 As a general rule, no new tools should be permitted 
 here. At least no new tools or processes should be 
 here presented to the class as a whole. However, 
 where a pupil has shown marked ability and consist- 
 ency in his work throughout, individual instruction 
 in modified joints, processes, etc.. would be permissible. 
 
 PROBLEMS 
 
 The problems to be designed should be listed here 
 together with the page number of cross section sheet 
 on which it is to be drawn. The size and type of 
 problem to be constructed ought to depend entirely 
 upon the time available, and the proficiency the pupil 
 has shown in his previous work. 
 
120 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
Part Two BOARD AND FRAME STRUCTURES— GENERAL APPLICATIONS— GROUP V 121 
 
 
122 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
Part Two 
 
 NOTES ON FINISHING 
 
 123 
 
 FINISHING 
 
 The "Finish" of a piece of furniture consists of two 
 separate and distinct parts, namely: 1. The finish 
 of the wood surface. 2. The finish as regards color 
 and coating. 
 
 1. The finish of the wood consists of: 
 
 a. Smoothplaning c. Sanding 
 
 b. Scraping d. Filling 
 
 2. The finish as regards color and coating consists 
 of: 
 
 a. Staining b. Coating 
 
 The process of staining consists of the application 
 of the stain with a brush, applied across the grain, 
 after which the surplus stain is removed with a piece 
 of waste cloth. There are different kinds of stains 
 which will be treated separately later. 
 
 Coatings which are used as a "covering" may be 
 either : 
 
 1. A Wax Finish 2. A Varnish Finish 
 
 \'arnish finishes are of two kinds: 
 
 1. A Brush Finish, or 2. A Rubbed Finish. 
 
 In a Brush Finish just as many coats of varnish are 
 applied as desired, each coat being left to dry thor- 
 oughl}' before the next coat is applied. 
 
 In a Rubbed Finish, each coat of varnish after 
 being thoroughly dried, is rubbed down with steel 
 wool. The final coat of varnish is rubbed down with 
 
 pumice stone and oil, and finally with oil alone. Light 
 lubricating oil is satisfactory. 
 
 When the staining or coloring is omitted, that is, 
 if the color is left the same as the natural color of the 
 wood, such a finish is called a natural finish. The 
 process of finishing is exactly the same except that 
 the staining has been omitted. 
 
 Finishes of all kinds may be applied to both soft 
 and hard woods, with the exception that the filler 
 used is different and is differently applied. Soft 
 woods have a very close grain, while the harder woods 
 usually have a more open grain. Pine and oak are 
 examples of each. 
 
 STAINS 
 
 There are five different kinds of stains, — five, if 
 we include commercial stains which are prepared by 
 the trade. They are: 
 
 1. Water Stains — which are cheap and unsatis- 
 
 factory, 
 
 2. Oil Stains — which are good, 
 
 3. Spirit Stains — which are expensive and difficult 
 
 to apply, 
 
 4. Chemical Stains — al.so expensive and difficult 
 
 to apply, 
 
 5. Commercial Stains — ready mi.xed as a rule — 
 
 sometimes in powders. 
 
124 
 
 PROBLEMS IN ELEMENTARY WOODWORKING 
 
 Only the oil and commercial stains, which are en- 
 tirely sufficient in the usual manual training shops, will 
 be treated here. 
 
 A. OIL STAINS are cheap, easily applied and 
 though sometimes producing a muddy effect, are 
 usually satisfactory. Oil stains are made from pig- 
 ments that are ground in linseed oil. Though usually 
 ground in oil they may be obtained ground dry. These 
 pigments are thinned with benzine or turpentine, the 
 quantity depending upon the shade desired. A httle 
 addition of linseed oil will give more body to the stain 
 as well as give a slight lustre to the finished surface. 
 
 Some of the pigments used for oil stains are : 
 
 Van Dyke Brown. . . Brown Stain 
 
 Burnt Umber Dark Brown Stain 
 
 Raw Umber Light Brown Stain 
 
 Burnt Sienna Light Red Stain 
 
 Raw Sienna Light Reddish Brown Stain 
 
 Drop Black Black Stain 
 
 Chrome Green Green Stain 
 
 Chrome Yellow ... Yellow Stain 
 
 Combinations may Ije made with the above. For 
 e.xample, the green may be made with two parts of 
 drop black and one part of medium chrome yellow. 
 
 Mix this well and thin with benzine or turpentine to 
 suit. 
 
 B. COMMERCIAL STAINS are furnished by the 
 trade, the various shades of colors being usually given 
 a trade name, as golden oak, forest green, etc. When 
 buying, the colors shown by sample applications will 
 tell you what trade name to call for. 
 
 A commercial stain that is very satisfactory, very 
 cheap, and which gives the various shades of colors 
 from very light yellow to a nice deep brown, is black 
 asphaltum. Wlaen buying be sure to get the best 
 grade of black asphaltmn. The shade you get depends 
 upon the amount of turpentine you mix with it. 
 
 All these stains are applied with a brush across the 
 grain, and then wiped clean with a waste piece of cloth. 
 The longer the stain is left on the surface, the darker 
 will be the color, since the stain soaks into the grain 
 tleeper. 
 
 FILLERS 
 
 Fillers are of two kinds — 
 
 1. Liquid Fillers — Used upon close grain or soft 
 woods. 
 
 2. Paste Fillers — Used upon open grain or hard 
 woods. 
 
Part Two 
 
 NOTES ON FINISHING 
 
 125 
 
 Liquid fillers are applied with a brush just like 
 varnish and then allowed to dry for 24 hours. As in 
 the application of varnish, the brush should be stroked 
 with the grain. 
 
 Paste filler is apphed with the brush, then allowed 
 to stand a few minutes until it begins to set. This is 
 noticed by the filler beginning to "dull." When the 
 filler begins to set, it should be rubbed into the open 
 pores with either excelsior or burlap by using a rotary 
 motion. When the surplus has been removed, the final 
 strokes with the burlap should be light and with the 
 grain. 
 
 Liquid fillers can be bought ready prepared. Ask 
 for light liquid wood filler which can be used on 
 natural or stained work because it is transparent. 
 
 Paste fillers can be bought ready prepared, except 
 that they must be thinned down to the consistency of 
 cream before applied to the wood surface. If used on 
 stained work the paste filler should first be stained with 
 dry colors or pigments mentioned under stains. 
 
 There is another kind of filler called crack filler, 
 but it is not used for filling the pores of the wood. It 
 is used more like a putty for covering countersunk 
 nail head, etc. 
 
 In order that the steps may be more easily under- 
 stood and followed, they are here given. 
 
 STEPS IN APPLYING A RUBBED VARNISH 
 FINISH ON SOFT WOODS 
 
 STAINED FINISH 
 
 1 . Smooth planing the wood surface. 
 
 2. Scraping the wood surface. 
 
 .3. Sandpapering the wood surface. 
 
 4. Staining the wood surface. 
 
 .'). Applying the Ught Uquid woodfiller. 
 
 6. Varnish — First coat. 
 
 7. Smoothing first coat with steel wool No. 0. 
 
 8. Varnish — Second coat. 
 
 9. Smooth second coat with steel wool No. 00. 
 
 10. Varnish — Third coat. 
 
 11. Smooth third coat with paste of pumic stone 
 and oil. 
 
 12. Rub and polish same coat with oil only. 
 
 NATURAL FINISH 
 
 If a natural finish is desired step four is omitted 
 
 These steps are explained as follows — 
 
 1. Smoothplaning. The first step in finishing is the 
 surface, which should be carefully gone over with the 
 smooth plane, taking a "fuzz" cut. 
 
126 
 
 PROBLEMS IN ELEMENTRAY WOODWORKING 
 
 2. Scraping. When the more marked places have 
 been removed with the smooth plane, the surface 
 should be fmlher smoothed with a steel scraper. 
 
 3. Sanding. Sandpapering follows the scraper. If 
 sandpaper is first used, the small particles of sand 
 left in the surface will dull the edge of the scraper. 
 
 4. Staining. If the surface is to be colored, then 
 follow sanding with staining as previously explained. 
 Otherwise it is omitted. 
 
 5. Filling. For the soft woods, the light Uquid 
 wood filler should now be applied. (If for hard woods, 
 the paste filler should be used.) The application has 
 been previously explained. Before the varnish is 
 applied, this filled smface should first be well sanded 
 with No. H sandpaper, and well dusted and wiped with 
 a cloth. A very fine liquid light wood filler is made 
 by the Sherwin-Williams Co. Apply like varnish with 
 a brush. 
 
 6. Varnishing. It is advisable in the ordinary 
 wood shop to use a quick drying, dust proof varnish. 
 An excellent varnish is "Vitrolac" for floors made by 
 Harrison Bros. Co. of Chicago. This is a floor varnish, 
 but makes a fine finish. It is dust proof in four hours, 
 dries hard over night, is water and heel proof. If 
 simply a brush finish is desired, "Vitrolac-" Flat by the 
 same Company is very good. 
 
 7. Steel Wool. Do not use sandpaper for smoothing 
 varnish. Use steel wool. Numbers or 00 are the best 
 
 size to use. A small hand full, or a "big pinch" of the 
 steel wool should be taken and rubbed lightly over the 
 surface. Steel wool cuts through very fast, so special 
 care should be taken not to rub the varnish off. Just 
 the rough places should be shghtly reduced and the 
 entire surface gone over so that it looks slightly dulled. 
 Special care must be taken that all the particles of steel 
 wool are removed before a new coat of varnish is 
 applied. Otherwise the work will be entirely ruined. 
 
 Steps 8, 9 and 10 are alternated as 6 and 7. 
 
 11. Pumice and Oil. Pumice stone should be 
 bought in a finely powdered form. This should be 
 mixed with oil to make a paste. This is applied to the 
 surface (last coat of varnish) with a cloth. Pumice also 
 cuts through very fast. If it is cutting too fast, the' 
 cloth should be soaked with more oil. If the paste 
 dries before it can be removed, an oily rag should be 
 used to remove it. 
 
 12. Oil Polish. When the entire surface has been 
 properly rubbed with pumice and oil, and tlais has all 
 been removed, the siu'face should be given a rubbing 
 with oil alone. Finally, the oil should be removed with 
 a soft cloth, and the job is done. 
 
 Note. If hard wood is to be finished, the steps are 
 the same except that a paste filler is used with no 
 coloring added if the finish is to be natural, while the 
 same colored dry pigment should be mixed with it if 
 it is to be applied to a stained surface. 
 
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