1. CORNER FITTED WITH RACK FOR HAND VISES. 2. RACK FOR LARGE CLAMPS. 3. DOOR may be taken from the rack. The jointer is placed in The demonstration bench is placed in front of the blackboard, and the students are seated on raised seats or bleachers for lecture and demonstration work. About fifteen minutes each day are given to class. demonstration and topic work. Display panels of materials, types of joints, woods, manufacturers charts and many other interesting cuts, are mounted on the walls of the shop. An idea of this may be obtained from Figs. 3 and 4. The hand tools in the shop are divided into three general groups, bench tools, as the heading implies, the bench equipment; the general tools, these mounted on the tool panel, (Fig. 5); and the special tools which are kept in a glass front case as shown in Fig. 6. CASE FOR SPECIAL TOOLS. I A Patriotic Project in Printing Wm. J. Irwin, Instructor in Printing, Public School 42, The Bronx, New York City NA supplement to this issue of the Industrial-Arts Magazine, there are reproductions of four wall cards prepared by the printing class of Public School 42, The Bronx, New York City. The cards are part of a series of thirteen similar cards which were prepared in June, 1922, for Flag Day and were mounted in the corridors of the school building and distributed to the pupils in the upper grades. The cards were made up first, to provide an interesting problem in good printing; second, to impress upon the students and upon the class the patriotic messages conveyed in each of the extracts, and third, to provide useful material for the observance of Flag Day. The class consisted of 24 boys in session eighty minutes daily for a term of ten weeks. The boys are of the eighth year, and the work is of the manual training type. The boys of the sixth and seventh years assisted by distributing, and by doing other less important work, much like an apprentice in a commercial shop. The eighth year boys were the journeymen. The class was divided into groups, about three-fifths at the case, onefifth at the stone and the remainder doing the presswork. Two or more boys were assigned to the composition of a page. If it consisted of one paragraph, the other boy interested himself in the border or other work con nected with the makeup of the page. Each page layout was in the form of blackboard work by the class through instruction and specimens. The boys read and corrected the work and the revised proof was submitted to the class for criticism. The presswork was simplified to the extent that the guides were permanent throughout the work, and due to the fact that the type was new, the make-ready was reduced to a minimum. Color was used in a mild way in the work. The guiding spirit in the work was the principal of the school, Mr. Eugene B. Gartlan. His suggestions and criticisms from time to time proved invaluable. The part the school print shop plays in the life of boys who have the opportunity to study printing was well expressed in a letter sent to the school by Mr. L. S. Hawkins, Director of the Department of Education of the United Typothetae of America. In part he said: "These impressions strengthen me in the opinion that I have long held-namely, that printing offers to the young people who work with type an education in the whole realm of the experiences of others, in so far as those experiences have been recorded. It is quite certain that for the pupils who set the type for these wall cards, the sentiments therein expressed have now inuch more meaning than they do for the casual reader, or even for the reader who studies them carefully." EXHIBITION OF FINISHED WORK, WOODWORKING CLASSES OF HIGH SCHOOL, FAIRHAVEN, MASS. CHAS. H. JOHNSON, JR., AND JAMES PARKINSON, INSTRUCTORS. INDUSTRIAL-ARTS MAGAZINE E. J. LAKE Editors S. J. VAUGHN EDITORIAL ON DRAWING. secure general use of these methods we may look forward to a fine and useful accomplishment. Such a method deserves a trial in every school and by every person who would learn to draw. HOLIDAY SPIRIT. The well cared for child looks forward to the holidays as a time of feasting and gifts. The adult with more sense of responsibility looks forward to the holidays as a time to help others have a good time and share moderately in the returns of the season. The teacher has special responsibility in the matter of holidays. So the holiday season has had significance in the mind of the industrial arts teacher for some weeks past. Gifts have been in process of making. Decorations are cently published book by Anson K. Cross on "Drawing planned. Illustrations have been devised which have We are again interested in the time old topic of drawing in the schools as discussed in the Fine Arts Bulletin of The Boston Museum with reference to a re and Painting Self Taught." We are especially interested in the possibility of self teaching a subject that teachers have generally failed to teach. We have held fondly to the forlorn hope that drawing would be better taught each year in our American schools and that most school boys and girls would learn to draw and express themselves through drawing. After many years of teaching and hoping there seems. to be little evidence of increased ability to draw. Most boys and girls going from high school to college cannot express the simplest idea through drawing or represent the simplest forms. We have had occasion to examine many attempts to pass college entrance examinations in drawing and have found only occasional high school graduates who could represent simple forms in perspective outline and express the simplest ideas in a graphical way. Perspective has little to do with art or artistic conception. No one needs to offer a lack of artistic heritage as excuse for inability to draw. Appearances in perspective are subject to fixed laws of geometrical science. With these appearances constantly evident most people are blind to them. Learning to draw is in large part learning to see effects as they do actually appear. Any person who can realize the actual appearance of forms and can make marks with a pencil recording the forms in outline should be able to draw well enough for general purposes of expression relative to industry and art. We can not be convinced that this much can not be acquired by normal pupils and taught by capable teachers. This minimum result has not been. generally secured by our American teachers. They have failed to teach drawing. We believe they have failed for two reasons either one of which would insure failure. One reason drawing has not been taught is that it has not been given sufficient time and attention. School administrators do not consider drawing of enough importance to give the subject time and attention. The second reason is that so called teachers of art have been incapable of teaching drawing. Many of them cannot draw. If Mr. Cross has devised a method of self criticism and can brought into use many symbols of Thanksgiving, Christmas and the New Year. The significance of these symbols are of more importance than the execution of them. Symbols are significant because they convey ideas. The one big idea of all holiday symbols is self sacrifice. They all imply the happiness of giving. See to it Industrial Arts teacher that every child under your direction gives a gift and a happy holiday will be insured. WHEN ALL HANDS GET BUSY. A most hopeful sign is observable in the membership of such vocational organizations as the National Society for Vocational Education and the Vocational Education Association of the Middle West. The time was, perhaps, when such associations were almost exclusively made up of specialists in this particular field of education. Now a great many superintendents, principals, and business administrators meet together to study this important aspect of educa tion. It is no longer the exclusive business of the Vocational specialist. It is a matter upon which every school man must be informed or be subject to the risk of losing step with the progress of the times. Not many years ago, a State Superintendent was heard to give as his reason for not attending vocational meetings, that "they were made up of wild-eyed ranters." But now, even some of the reactionary superintendents are coming to realize that the question of industrial and vocational education is entirely too big and involves too many overlapping administrative problems to be settled by a single group of specialists. School administrators have come to understand that the responsibility for vocational education is in quite a material and important sense their responsibility. The specialists in industrial and vocational education have been pioneering; they have been blazing the way; and they have had to suffer the opposition and the criticism which are the common lot of pioneers. It is a most happy circumstance that the educational world is now following without question the trail blazed by the leaders of this new education. HEART: HAND: HEAD GE AMERICANS can only do our allotted task well if we face it steadily and bravely, seeing but not fearing the dangers. Above all we must stand shoulder to shoulder, not asking as to the ancestry or creed of our comrades, but only demanding that they be in truth Americans, and that we all work together, heart, hand and head, for the honor and the great ness of our common country Theodore Roosevelt Supplement, Industrial-Arts Magazine, December, 1922. |