SJ10PW0 h I JOIWERY Cabinet. Making Carpentry R13SC/\-CONWAY Class T \ 1^ Book 1^ ^5 ()opyrig]it)^?_ CQEXRIGHT DEPOSm Heavy Stand of Red Fie with Hemlock Undeegeowth, Pieece County, Wash. SHOP WORK Joinery — Cabinet-Making — Carpentry BT HERMAN F. RUSCH Director of Manual Training, Oldalioma City, OTcla. CLAUD CARLTON CONWAY Director of Iron Worlc, OJclahonm City High School, Oklahoma Industrial Book & Equipment Company, Indianapolis 191S COPYRIGHT 1918 By INDUSTRIAL BOOK & EQUIPMENT COMPANY, Indianapolis. OCT -7 isifi; : ©CI.A503728 INDUSTRIAL AND VOCATIONAL TEXTS BEING A SERIES OF TEXT-BOOKS DESIGNED FOR USE IN THE ELEMENTARY AND SECONDARY SCHOOLS, COLLEGES AND ACADEMIES OFFERING COURSES OF INSTRUCTION IN THE TRADES, CRAFTS, WAGE-EARNING PURSUITS AND HOME ECONOMICS. Edited By Charles Kettleborough, Ph. D. Director, Indiana Legislative Bureau. EDITOR'S PREFACE The importance of industrial and vocational training has long since been recognized by the leading educators of the country and has now been formally installed in the public schools by the necessary stat- utory action of the federal government and most of the states. Its necessity has been emphasized and its introduction greatly facilitated by the acute exigencies produced by the World War. In the period of reconstruction and re-adjustment following the war, the amplification of courses of vocational instruction will doubtless be greatly accelerated. The complete and successful fruition of industrial training has been somewhat retarded by a lack of satisfactory scientific texts and other indispensable instrumentalities. In offering this series to the public, it is the confident belief of the editor that a rational approach to a knowledge of the fundamental principles and technique of the various trades, crafts and industrial pursuits will be afforded. This text, which is a treatise on shop work in its various aspects, has been compiled by Herman F. Rusch and Claud Carlton Conway. Both authors possess an accurate scientific knowledge of the principles of cabinet-making, carpentry and joinery, to which has been added extensive experience in the application of these principles to practical work, supplemented by a working knowledge of the most approved methods of imparting information to students. This treatise is put forth as the first of a series of texts dealing with industrial and vocational subjects in the confident belief that it will prove successful as a working manual in the subject to which it is devoted. The Editor. AUTHORS' PREFACE This book is the outgrowth of eighteen years of teaching in high schools and many more spent in practical construction work, in wood and iron, before our affiliation with industrial school work began. It consists of a compilation of such notes and lectures as we believe are important to the wood-worker. It is not intended in any way to sup- plant any of the work at the bench, but is designed to be used in connec- tion with bench work to enable the student to approach his work more intelligently. The book is not designed as a self-instructor, but as a student's text to be used by the teacher, just as he would use a text in mathematics. To secure the best results in the use of any text, supple- mentary work must be done, and wood-working is no exception to the rule. The work presented in this text is so designed as to require two years, working two hours per day, in its completion, and is intended as a ready reference for the pupil and the teacher. It will be observed that in this text cabinet-making follows joinery. It is not necessary that cabinet work should be taken before carpentry. If the student so desires, he may take either cabinet-making or carpentry or both, after he has finished joinery. All joint exercises should be worked out by the teacher in class demonstrations. The following brief, synoptical analysis may be of service to the teacher in the development of the subject as a whole. Part I deals exclusively with the tools used in manual training shops, and with illustrations relative to the correct positions. Chapter III, Development of a Project, is worthy of careful analysis, since it indicates a general method of approach and order of work, and since the constructive work involves the use of so many methods. Care must be taken that too many tools are not presented to the pupil at once. Do not take up the use of a new tool for the sake of the tool but for the sake of the exercise which calls for the use of that particular tool. Part II outlines a course in bench work, beginning with a series of joints which are standard the world over. Just how many joints the pupil shall make is a matter the teacher himself must determine. They are arranged in an order such that there is a gradual rise from the simpler to the more difficult and complex joints. This continuity should be followed in the presentation. In this series of joints, the fundamentals of all joint construction, whether they are in cabinet- making, in common carpentry, or in bridge building, will be found. The extended list of suggested projects for construction Should prove of viii AUTHORS' PREFACE great value to the instructor. Just enough is presented on each project to start the student in its development. Part III consists of a series of talks which cover a wide field in practical tool usage, and which present many other things of vital im- portance to the artisan. It gives information which may be applied daily by the mechanic. These talks should be taken up, not necessarily in the order given, but in the order best suited to the teacher's own course. For example, a demonstration is given on how to sharpen a plane iron. It would naturally follow that this would be the proper time to present the talk on "Abrasives" ; or if the first lesson on sandpapering is before the class, the talk on "Sandpaper" should be given. Part IV deals with miscellaneous topics as applied to shop work. The questions should be given in class, in oral recitations, so that each pupil may familarize himself with the technical terms. The problems may be assigned for work outside of recitation, and others may be substituted to embody certain features of the pupil's own exercise under construction. The glossary is intended for the use of those who are not familiar with certain technical terms and phrases. There is no special reason for numbering the Blue Prints as they are, beginning with 400. It will be observed that the number of illus- trative Figures is just under three hundred. To avoid duplication in numbering and to facilitate the location of the cuts, figures and draw- ings referred to were the only considerations observed in assigning numbers beginning with 400 to the Blue Prints. The letters B. P., which will be found at the end of the paragraphs in the chapter on Joinery, refer, of course, to the Blue Prints. It is the belief of the authors that the working drawings, lectures, tool references, constructive information, suggested projects, questions and problems amply justify the publication of this book. If the book shall prove to be of material assistance in the unification of a course of study, embodying both practical and cultural training, it will have served its purpose. While we believe that the cultural side of industrial work should not be overlooked, yet "the search-light of practical expe- rience should illuminate the dark places of theory". In conclusion, the authors wish to acknowledge their obligations and indebtedness to the many persons whose generous contributions and suggestions have aided materially in making possible the publica- tion of this work, and in particular to Helen Ferris, English critic, Oklahoma City High School, for valuable assistance in correcting and clarifying the English. H. F. RuscH. Oklahoma City, Oklahoma. C. C. Conway. June 14, 1918. SHOP ETHICS AND REGULATIONS. No other deparUiient of educational work offers a better chance for the student to learn to work harmoniotisly with others than the Industrial Department. The following suggestions will help those who try to observe the proper ethics of work shops. Be prompt to begin work, and work faithfully until quitting time. Check your tool list and make sure all your tools are in the proper place. In case of shortage^ report it at once to the instructor in charge, so you will not be held responsible for those missing. Tools that are b^'oken by carelessness are to be replaced by the students breaking them. Each student must furnish the "individual equipment." Borrow no private tools and be neat and considerate with the tools for general use. Return the tools for general use to their special rack or cabinet as soon as you are through with them. Lock up your private tools only. Be deliberate and thoughtful. Work for quality, not quantity. At the close of the period, put your tools away, brush the shavings to the end of the bench, have everything neat and in good order, so you will not be called back when you leave. Both enjoy and make a business of your work. Demonstrations of the uses of the woodworking machinery will be made, but no students will be permitted to run any of the machines, except the tool grinder, unless it is- under the direct supervision of the instructor in charge. The department is not responsible to any of the students in case of a breach of its regulations. RESAWS. It is easier to criticise than to create. Courtesy costs little and buys much. Confidence is the companion of success.