Industrial education. A guide to manual training

Preface

THE lessons in this volume were originally prepared as a guide for the instructors and pupils in the Industrial department of the schools with which the authors are connected. A complete system of Manual Training having been qrganized and put in operation, it became necessary that it should be formulated for the convenience of the classes, and for the guidance of the instructors in charge of them.

It was not supposed that there would be a demand for the publication of this course in Manual Training. But the subject of Industrial Education has been rapidly growing in the minds of teachers and others interested in the development and growth of educational methods. Inquiries came with increased frequency as to what was being done in the Jamestown schools, and whether it was practicable to make Manual Training a feature of education in the public schools. It was thought best to make no reply until actual tests, in all the grades from the Primary to the High Schools, had been made.

We could now give to the public a statement of our experiences and the methods we had adopted for conducting a system of Manual Training in our schools, but we hesitated because of grave doubts of our ability properly to present the matter. Messrs. E. L. Kellogg & Co., the educational publishers, have watched our course for years and encouraged

IV PREFACE.

us, and at their request we at length consented, and prepared the pages that follow.

It should be remembered that the field of labor in preparing such a volume is new and mostly untried. It could not be hoped to overcome difficulties in the way of making it acceptable in a scientific and literary point of view.

It is no more than a plain, unvarnished explanation of the way in which Manual Training has been introduced and carried on in the public schools of Jamestown for several successive years. And it may encourage if we add that Manual Training has grown in favor with both pupils and patrons here from the very beginning.

With what success the work of preparing this volume has been accomplished must be left for those to decide who undertake its use. Let it be used in the same spirit in which it is given to the public — an earnest desire to find better methods of educating the children.

Many and grateful acknowledgments are due to those who have given encouragement and aided in the preparation of the text for the publishers.

S. G. LOVE.

JAMESTOWN, N. Y., May, 1887.

Contents

CHAP. PAGE

PREFACE, iii-iv

CONTENTS, v-vi

Part I

I. Upon what Grounds is the Claim made for the Introduction of Manual Training in our Schools ? . 1 II. Is it Practicable to Add Manual Training to the Present Course? 13

III. How can Manual Training be Given in our Schools, . 14

Manual Training in the Primary Schools, . . 15

" " " Second Primary Schools, . 16

" " " Grammar Schools, . . 16

" High Schools, ... 17

Time required for Instruction in Manual Training, 18

Instructions for Manual Training, .... 18

Expense of Manual Training 19

CONTENTS.

Part II

CHAP. PAGE

I. INTRODUCTION OF INDUSTRIAL OR MANUAL TRAIN-

ING INTO THE JAMESTOWN PUBLIC SCHOOLS, . 20-29 II. COURSE OP STUDY OF THE JAMESTOWN PUBLIC

SCHOOLS, ADOPTED JUNE, 1886, . » . . 30-38

PART HI.

I. SUGGESTIONS, LESSONS, AND METHODS OF INSTRUC- TIONS IN MANUAL TRAINING IN THE PRIMARY

SCHOOL — FIRST GRADE, . . . ... ... 39

Block Building, .. '. . . . . . ^ 40

Straw Stringing, .'">.-. . . . . 70

Bead Stringing, . • . . . . . 80

Paper Folding, . , ^ „- ,-. -.r,v,,^.»- -."'* -r 95 Writing, Drawing, Gymnastics, and Review Les-

II. THE PRIMARY SCHOOL— SECOND GRADE, . . . 106

Picture Cutting, . ^ . . . . . . t . Ill

Paper Embroidery, . . ' . . . . . 118

Writing, Drawing, and Gymnastics, ..." 124

III. THE PRIMARY SCHOOL— THIRD GRADE, . . f 125

Perforated Cardboard Embroidery, . . . . 126

Mat Weaving, . . i , . . . , 132

Writing, Drawing, and Gymnastics, . . ' , 138

IV. THE PRIMARY SCHOOL— FOURTH GRADE, . . . 140

Slat Plaiting (Advanced), . ,v « . / . 141

Crocheting Chain Stitch, . . . . . ^ 142

CONTENTS. Vll

CHAP. PAGE

Perforated Cardboard Embroidery (Advanced), . 150

Penmanship, Drawing, and Gymnastics, . . 151

V. THE PRIMARY SCHOOL— FIFTH GRADE, . . . 153

Sewing over-and-over, 154

Penmanship, Drawing, and Gymnastics, . . . 164

VI. THE PRIMARY SCHOOL— SIXTH GRADE, . . . 166

Hemming, 167

Tissue-paper Flowers, 176

Penmanship, Drawing, and Gymnastics, . . 184

Part IV

I. MANUAL WORK FOR BOYS AND GIRLS— INTRODUC- TORY, 186

II. THE GRAMMAR SCHOOL— SEVENTH, EIGHTH AND

NINTH GRADES, 189

III. LESSONS IN PLAIN SEWING, RUNNING, GATHERING,

STITCHING, AND OVERCASTING, . . . . 191

Mending, Patching and Darning, and making Button-holes, . . . . . . . . 195

IV. THE SHOP FOR WOOD- WORK — INTRODUCTORY, . . 198

The Shop, . 199

Material, 202-206

Drawing Lines and Laying off Distancps, . . 206

Sawing, . 210

Planing, 213

Use of Hammer, Saw, Plane and Marking Tools, . 220

Boring, 225 .

Chiseling, and the Mortise and Tenon Joint, . . 229

Miter Joint, Dowel Joint, and Dovetail Joint, . 235

Penmanship, Drawing, and Gymnastics, . . 249

Vlll CONTENTS.

Part V

CHAP. PAGE I. MANUAL TRAINING IN THE HIGH SCHOOL — INTRO- DUCTORY, . . . :."•-. » » . 251 II. CUTTING — THE SEWING MACHINE, . . . . 254 Embroidery, . ... . . . . . 255

III. COOKING— THE KITCHEN— MATERIALS— PLAN OF

WORK, 258

IV. FOOT POWER MACHINE TOOLS, . . . i ._, ,, , ., 263

The Circular Saw, . . . " J V ; ?1U > ^ 274

VI. DRAWING AND CONSTRUCTION, . , . .- ^; 280

INDEX, r 296

SUGGESTIONS TO TEACHERS.

THIS volume, as the title indicates, is intended as a guide to Manual Training. It is not meant to dictate a set of cast-iron methods, but solely to enlighten the judgment of the teacher who undertakes to use it. It will doubtless fall into the hands of those whose ability or experience will qualify them to amend or improve some of its features; the purposes of its preparation will be greatly served by the addition of these amendments and improvements.

A few suggestions, in part explanatory of its use, are offered.

1. The book should be carefully read, before any attempt is made to use it as a text-book.

2. The teacher should become familiar with the theory, and as much as possible with the practice of each lesson, before undertaking to give the instruction to the pupils.

3. It is not necessary to put Manual Training in all the grades or classes at once. One or perhaps two classes that can be cared for the most conveniently may undertake it at first, leaving it* to be introduced to the others as circumstances may permit. As the difficulties in the way of introducing it in the primary grades are much less than in other grades, it is well to begin with them.

4. Although results may not be quite as apparent, it should be remembered that elementary Manual yiii SUGGESTIONS TO TEACHERS.

Training is as useful and quite as important as elementary training in Reading or Numbers.

5. In all the primary grades the lessons in Manual Training should be put in the program for regular work, as a daily exercise ; or, at all events, so as to come up on alternate days.

6. If the value of Manual Training to the pupil is felt by the teacher to be as great as any of the subjects of study and practice, the instructor will be less apt to lack the confidence necessary to make it a success.

7. It is believed that money to defray the expenses will, at an early day, be provided by law; in the mean time, it may be raised by entertainments given by the students and pupils, or in other ways which will suggest themselves to teachers and patrons, whose spirit and purpose will not allow them to wait.

HOW TO INTRODUCE MANUAL TRAINING.

Those teachers who desire to introduce Manual Training, should note carefully the following directions:—

First. , Make the first attempt at introduction by placing it in the Primary Grades, and only one or two occupations at a time. When the use of a little has created in pupil and patron a desire for more, ways and means for widening the sphere of action will not be wanting.

Second. The teacher must have some inspiration upon the subject; must arouse interest in the class by the contagion of his own enthusiasm; must himself show belief in the work, and awaken it in the workers.

SUGGESTIONS TO TEACHERS. IX

As stated several times in the pages which follow, he may combine the Industrial work with that of the ordinary school routine, until such a time as it may be deemed expedient to procure an instructor for Manual work alone. In whichever of the aforenamed capacities he works, it is highly essential that he be thoroughly acquainted with the specific details of each occupation. Preparation must precede teaching in Manual no less than in Mental Training.

Third. The room and time may be the same as those usually occupied for recitations. With young children, an exercise in Manual work ought never to occupy more than fifteen or twenty minutes. If a suitable class-room be available, a scheme whereby it may be converted into an Industrial Room will at once suggest itself to the intelligent teacher. Further hints upon this subject are given hereafter. We feel assured that any teacher who has room and time for teaching Geography, Grammar, and Arithmetic, can profitably spare at least a small share of both for Manual instruction.

Fourth. In the Primary Grade the material first to be used will consist of the blocks. These, may be purchased at small cost, or made in accordance with the directions on pages 40 and 41 of this book. For a class of fifteen pupils, will be required seventy-five cubes and fifty each of half -cubes and oblongs; or, fifteen of the sample boxes described on page 40, with an additional supply of half-cubes and oblongs.

For stringing straws, the material should consist of straws prepared as described on page 70. There should be at least fifteen of each length, for each

X SUGGESTIONS TO TEACHERS.

pupil. For stringing beads, materials can be procured as indicated on page 80. An ounce of beads of assorted kinds will be required for each pupil.

For Learning Colors, small exertion and no expense combined with large interest, on the part of teacher and pupils, will procure an abundance of material. If ever at a loss for fresh illustration, it must be remembered that the book of nature is always open. Special instruction under this head will be given hereafter.

For Tablet Laying, materials may be readily secured very cheaply as indicated on page 90. The four kinds mentioned are the square, oblong, equilateral triangle, and isosceles triangle. At least fifty of each of these kinds will be required for a class of fifteen pupils.

From its nature, the material used for Paper Folding cannot be satisfactorily used but once. But it is easily procured and prepared (see page 95) and so, if properly used, will not necessarily make much expenditure.

The materials thus far mentioned, comprise those which are introduced in the first year of the Primary Grade.

The second year, stick laying, picture cutting, scrap book making, spool work, paper embroidery, and braiding are introduced. A method for procuring, preparing, and presenting the materials required for these occupations will be found described under each specific head, in its proper place in this volume. The amount of material needed must depend upon the number of pupils to receive benefits therefrom, and must be decided by the judgment of the Instructor in charge.

SUGGESTIONS TO TEACHERS. xi

For the third, fourth, fifth, and sixth years of the Primary Grade, the materials necessary for an Industrial course will be found fully detailed and described, each under its proper head in the pages which follow.

Further information desired, upon the subject of Industrial material, can be gained by application to E. L. Kellogg & Co.

A complete set of materials and implements, sufficient for the introduction of Manual Training into any school, can be secured upon application to the firm above mentioned, or from parties to whom they will refer the applicant.

Fifth. A few cautions should be observed in introducing Manual Training. In the first place, too much should not be attempted. The teacher, however ambitious, will perhaps have to be satisfied with short time, few materials, small classes, — and those of the lowest grades, — and inconvenient arrangements. If he is in earnest and knows how to do the work, the pleasure he will derive from watching the growth of the enterprise will amply compensate for the discouragements of the first outlook. He must make the work popular by the power of his own interest in it. He must make it so attractive that the children will like it and like books because of its indirect influence. He must be economical; using such materials as require small expenditure of money; such as can be used and re-used. However cheaply or easily the material may have been secured he must remember that nothing will justify extravagance or wastefulness in its use.

He must use tact and wisdom in introducing, conducting, and enlarging the work. A natural app<> xii SUGGESTIONS TO TEACHERS.

tite is often spoiled by overfeeding. The work must be needed and asked for, and the worker stimulated to the best exertions of which he is capable, by a knowledge of something beyond, worth striving for, which honest striving will obtain.

MANUAL WORK FOR GIRLS OF THE GRAMMAR SCHOOL

may be properly introduced as soon as the advancement of the work in the lower grades seems to warrant the step. As in the case of the Primary Departments a gradual introduction of the work is advised. Let the classes be few in number and called but two or three times during the week, and then do not allow the sitting or recitation to continue longer than forty-five minutes. Let the first work be a review of that done in the final Primary year, with just enough of variation and introduction of new occupations, to insure interest. Attempt little and be satisfied, at first, with simple work and modest results. Allow any pupil to take home with her any satisfactory piece of work which she has completed. Active co-operation of patrons cannot be expected unless they have some knowledge of the enterprise, its object, its working, and its results. In the Grammar School a class of girls for Manual work should not contain more than seven members.

THE TEACHER of Industrial work in the Grammar School must be governed by the same general conditions as those above stated in reference to the Primary Department. In this case, however, a special teacher for the Department of Manual Training is a

SUGGESTIONS TO TEACHERS. xiii

greater necessity than in the former. This is demanded by the age of the pupils, the nature of the occupations as the work advances, and the general conditions of the Grade. If means are narrow and ways limited, still a determination to succeed will go far toward success.

PREPARATION FOR THE WORK is an absolute necessity on the part of the instructor if he would succeed. How is this preparation to be obtained? The door of the Training School does not stand open to all, but if it did, it is not the only way to knowledge of the subject and method of instruction. The wide-awake, practical teacher will learn how to teach Manual Training by reading books and educational papers, by asking questions, by experimenting, by inventing, by making good use of common sense.

THE ROOM AND TIME for Manual Training in the Grammar School may be subject to limitations at first, but successful growth will suggest and promote ways and means. It has been proven that the substitution of Manual for Mental work at stated times, say two or three times in the week, has resulted favorably for the progress of the latter. The ordinary school room may be used, but a recitation room is to be preferred if available. (For further suggestions see page 186.)

THE OCCUPATIONS for the first year in the Grammar School are those which may be classed under the general term, — plain sewing, viz. : sewing over-and-over, running, hemming, stitching, overcasting, and gathering. For this work, to supply a class of xiv SUGGESTIONS TO TEACHERS.

seven pupils, six or eight yards each of bleached and unbleached muslin will be sufficient material for a beginning. The supply can be readily replenished when necessary. A few yards of calico may be added if desired. Add a dozen spools of white thread, Nos. 40, 50, and 60; a half-dozen papers of good needles, No. 8; a convenient pasteboard box for each member of the class, and an additional supply for general uses; a dozen cheap thimbles of various sizes; a paper of good pins; several pairs of shears and scissors; some pieces of bees-wax and a tapemeasure, and the simple outfit may be considered fairly complete. (For manner of preparing and conducting the work the teacher is referred to page 191.)

The occupations for girls in the second and third years of the Grammar School are knitting, crocheting, patching, darning, and making button holes. The quantity of yarn, worsted, and fabric required will depend upon the amount of work and size of the class. In introducing the work, it would be well perhaps to order, at one time, simply the quantity needed for the work in hand. The supply may be augmented as necessity demands. A crochet hook and set of good knitting needles will be required for each member of the class.

It must not be understood that the curriculum here laid down is exhaustive. If the teacher loses sight of the value of original device, the best benefit of any occupation is missed.

Ample directions for the introduction of printing and type-setting may be found under the proper head in this book.

SUGGESTIONS TO TEACHERS. XV

MANUAL TRAINING FOR BOYS IN THE GRAMMAR SCHOOL.

SEVENTH, EIGHTH, AND NINTH GRADES.

This is a new field of labor, requiring special preparation; none, however, that may not be readily devised by the enthusiastic, determined teacher.

THE INSTRUCTOR. If the means are ample, and the spirit and purpose fully developed, a special teacher or foreman should be employed, and placed under the general direction of the principal. Otherwise the principal himself must take the work in hand assisted by one or two of the older pupils. It is understood of course that the instructor, whoever he may be, has a good knowledge, theoretical and practical, of the work to be done by his pupils. Assistant pupils, acting as foremen, should also be well posted in the work of those under their care.

THE ROOM. With money in hand, of course, a shop may be easily provided (see directions on page 199) with an outfit of tools, as they are required. A small beginning may be made by fitting up one or two knock-down benches (see page 200), and setting them up in the school room or other convenient place, at the close of school, and a class of four boys put to work with them, for thirty or forty-five minutes. This plan, as a beginning, has been employed with success. Again, a neat little cottage may be put up at small expense, on the school grounds, its size depending on the number to be accommodated. This plan has also been successfully tried, when first introducing the work, and it may be made permaxvi SUGGESTIONS TO TEACHERS.

nent. There must be a work room of some kind, and the thoroughly in earnest, enthusiastic teacher will not fail to devise the means for providing one.

THE TIME. If the shop is kept open during school hours, the program must be made so that the principal can be at liberty fifteen or twenty minutes once or twice a day, in order to oversee the work, and the work in the shop must not interfere with the recitations of the pupils. A little attention should be given to these matters at the opening of the term. Each class should have forty-five minutes two or three times a week.

THE TOOLS. The only tools required for the firsl series of lessons are the hammer and the nail set. There should be light hammers for the smaller boys and full sized ones for the larger boys. The number should be governed by the number in the class for work at the same time.

For the second series of lessons, it will be necessary to have rules, squares, try-squares, thumbgauges, straight-edge poles, knives, scratch-awls, and chalk and lines, not for each member of the class, but enough for them to use. Two or more can work together in these lessons.

For the third series of lessons a supply of saws must be had, cut-off saws, rip-saws, and back-saws. As all the members of the class will not use the same tool at the same time, economy may be used in the purchase of the tools. Two or three saw-horses will be required.

The tools required for each series of lessons are indicated at the opening of the chapter treating of

SUGGESTIONS TO TEACHERS. xvii

each series. The cost will depend upon the quality and the number required. There are so many grades or qualities of the same tool that prices will vary greatly, but it will generally pay to get the best.

THE MATERIAL. For the first series of lessons, a few pieces of planed pine and hemlock and three sizes of nails, 4s, 6s, and 8s.

For the second series, a few planed pine boards, six or ten feet in length, and other shorter pieces of different widths.

For the third series, the lumber like that given for the second may be used.

The amount for each of the series of lessons will depend upon the number in the classes, the work done and the trials to be made before the work is accepted by the instructor.

It is believed that when the first three series of lessons have been taught, the instructor will be fully prepared to provide tools and materials for further work without any directions or suggestions.

THE INSTRUCTION. The best results will undoubtedly be achieved when the young workman studies carefully in the book each lesson before he attempts to do the work. With the book in his possession he can be fully prepared for an intelligent trial with the tools before going to the shop; he will need less attention from the instructor and a larger class can be taught at the same time. Every piece of work com- \ > pleted by the pupil should be submitted to the instructor and accepted before another is taken in hand.

REMARKS. Be careful not to undertake too many f kinds of work at the beginning, and master each kind before taking up the next. Do not expect too

Xviii SUGGESTIONS TO TEACHERS.

much of the pupil; if he does the best he can it must be accepted till he can do better.

The lessons given in this book are not exhaustive, and hence the way is open for original devices, new lessons, and other methods. The instructor should not lose sight of the fact that the mind of the pupil is to be actively employed, and that the results of his efforts should receive all due encouragement and praise from both his teachers and his parents.

One side of the sewing room and shop both should be fitted up with pigeon-holes 12x15 inches and 15 inches deep, smaller or larger, in which each pupil may place her or his work when about to leave the room.

IN THE HIGH SCHOOL,

Manual Training for girls will have an acknowledged place if its introduction in the lower grades has met with favor and resulted in success. Its introduction here will follow naturally. In the experimental stage, most of the necessities and demands of the case may be covered by the suggestions given above, in regard to the work in the Grammar School. (Further information may be gained by consulting pages 253-262.)

FOR THE BOYS IN THE HIGH SCHOOL. The work herein is a continuation of that done in the Grammar School, and under similar conditions. The tools are mostly already in the shop; and the material can be purchased as it is needed, if it is not kept in stock.

Further directions will be found in the lessons themselves.

Part First The Claims Of Manual Training

THERE are many questions regarding Manual Training or Industrial Education, which present themselves to the practical mind and demand an answer. Most prominent among them is :

I. Upon -what grounds is the claim made for the introduction of Manual Training into our schools?

1. It is believed that it ranks in importance with the study of Numbers or Language in the benefits it confers on its recipients.

By training the eye and hand we educate; it is manual work that appeals to these in a most persistent manner.

"Nothing stimulates and quickens the intellect more than the use of mechanical tools. The boy who begins to construct things is compelled at once to begin to think, deliberate, reasqn, and conclude. As he proceeds he is brought into contact with powerful natural forces. If he would control, direct, and apply these forces, he must first master the laws by which they are governed; he must investigate the causes of the phenomena of matter, and it will be strange if from this he is not also led to a study of the phenomena of mind. At the very threshold of practical mechanics a thirst for wisdom is engendered, and the student is irresistibly impelled to investigate the mysteries of philosophy. Thus the training of the eye and the hand reacts upon the brain, stimulating it to excursions into the realm of scientific discovery, in search of facts to be applied in practical forms at the bench and the anvil."* These words of an able writer, a careful thinker and student, and a gentleman of large experience in schools for manual training for boys, apply equally well to the girl, who is early initiated into the mysteries of doing and making. She too learns that the mind must impress itself upon matter through the eye and the hand, and that by her skill in so doing she may become a useful member of society, discovering truths and receiving and conferring benefits. It is to her a priceless endowment.

2. It aims at positive usefulness.

The belief is becoming widely spread, that any system of education that does not have for its object in some degree the self-sustaining of the recipient, that does not aid him in becoming a producer, is radically defective. Fifty or sixty years ago, an education in the schools of that day was a sufficient guaranty for a livelihood. The recipient could step into a place in business, commercial or professional life, and woo and win success. There were few competitors for the places of educated men and women, and they were the acknowledged superiors of the uneducated masses. This is not the case to-day.

An education obtained from books and competent instructors does not necessarily aid one in becoming

*C. H. Ham.

a good bread-winner. It is a noticeable fact that very many of our youth who complete the course of instruction in our high schools have but one resource for obtaining a living by their own labor, and that is teaching. They are effectually shut out from the rest of the world until they shall have learned to do something, learned to use their hands in some useful industry; and so in sheer disgust they not infrequently give their education to the dogs, and go to work; but not always. The ranks of the idlers and the demagogues are often replenished by them.

3. It gives a feeling of independence of character to the pupil.

Children learn to take practical views of life, and to form and maintain a close alliance with the things from which they are fed, clothed, and sheltered. The healthiest, clearest, most vigorous minds are usually found in bodies which tread the earth with the proud consciousness that they know how to appropriate and use some of the good things contained therein. The reason that self-made men and women take their places among the great and powerful, is because they were compelled, through necessity, to become familiar with work, to learn to do things, as well as to study books. They have had manual training all their lives. Wendell Phillips says: " The best education in*the world is that got by struggling to get a living."

4. Human beings were meant to employ their muscular powers.

In the education of our youth we proceed upon the theory that they are purely intellectual beings, and

4 INDUSTRIAL ED V CATION.

hence that the pursuits of the school should be for the sole purpose of developing the intellect. Now the fact is, children, as well as men and women, are animals, having physical organisms to be trained and developed. The physical nature makes it necessary for them to know something of the physical world, objects that they can see, taste, and handle with their hands. And the better they know this outer world, how to mold, change, transform it, to a useful purpose, the more likely are they to succeed; for the fittest survive. The earlier they begin to experiment with the physical world, the better hold do they have of life, and the more serviceable may they become to themselves and others.