Identifier: manualtrainingsc00wood (find matches)
Title: The manual training school, comprising a full statement of its aims, methods, and results, with figured drawings of shop exercises in woods and metals
Year: 1906 (1900s)
Authors: Woodward, Calvin Milton, 1837-1914. (from old catalog)
Subjects: Manual training. (from old catalog)
Publisher: Boston, D. C. Heath & co.
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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or the T-bevel gauge. SeeFig. 10 for the position^ while using the rip-saw. The general and special features of the jack and the smooth-ing planes require full exposition and illustration. Methods of grinding, oil-stoning (see Fig. 11), and settingplanes should be given with great precision, and they shouldbe well illustrated by drawings.^ 1 One of the series of exercises given below is based on this principle. 2 For several of these exquisitely-drawn wood-cuts, I am indebted to the littlevolume, How to use Wood-working Tools published by Ginn & Heath in 1881. 3 There are various kinds of planes which the teacher may use in his lectureon planes. The Bailey patent adjustable plane is a great favorite with some,while others prefer the old-fashioned woode^ plane. 32 FIRST YEAR OF MANUAL TRAINING SCHOOL. (Chap. IL When lumber is rough and more or less irregular, the planeis an indispensable tool, and the workman must know histools. The operation of reducing a rough piece approximately
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Fig. 10. Using the Rip-Saw on a Board. 2x2 and a foot long to a smooth ll square, is not an easyone, and most students fail at first. Some succeed only aftermany failures, and some never succeed. The method of holdingthe plane for the first part of a stroke is shown in Fig. 12. Theleft hand keeps the toe of the plane down. Chap. II.) SAVING A SPOILT PIECE. 33 When a boy has spoilt his piece, i.e. taken off so much stockthat a piece If square is no longer possible, it is a good plan tochange the dimension to IJ and let him try again. Similarly,reduce to li, to 1, and even less after further failures. Ihave seen boys, who, like the monkey judge in the fable, inevita-

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