S E A T W E A V I N G D Y P R R Y L . A E u e r v so r o Ma n u a l Tra n n ol et I ll no s S p i f i i g , $ i , i i , a d I s r tor D ar t nt E sth e t a n d I n d ustr al E d u cat o n n n t u c , ep m e ic i i , um m er u a rte rs Th e Un ver s t o h c a o S $ , i i y f C i g TH E MANUAL A RTS P R E S S PE R I A N O , I LLI O I S 1 C t 1 9 1 7 b V opyr igh , , L Da P r r . y e y FO R E WO R D Woodworking shops in manual t r ain ing schools far outnumber r as t hose for othe manual acti vities , and a result , cou rses in wood work h ave come to be te r med the st able cou r ses in a handwork r . r no t cu r iculum However , experience in woodwo k alone is su f i t r r f cien , and needs to be supplemented by othe and more va ied act ivities to give to the boy a p r oper foun dation fo r choice o f vocation . A defin i t e way to p r od uce necessa r y va r iety as applied t o wood r r t h e f r t wo k , especially i f woodwo k is only cou rse o fe ed , is h ru th e of use such medi ums as cane , reed , rush , splints and allied materials r in cor elation with the wood . These materials add life to the p r oblems and gene r ally arouse interest and enth usiasm i n the work r r r at hand . The esult is ca efu l application to const uction detai ls , r t f r t wi t h esu ltant appreci a ion o const uc ive design . wo u ld ro e i r t I t . p v a d iff cul t task to make a fai estima e of the r value such med iums have i n manual t ainin g shops . Thei r use p r oduces ve r y defini te r eactions u pon boys who could n o t be reached w r t by wood o k alone , awaken in g them o a new interest in thei r work an d making t hem more wo r kmanlike and exacting i n con s t ruction . There exis t s some element i n such med i ums wh ich cannot be i r t t h e o r def ned , but wh ich neve heless stimulates average med iocre t t o o f boy , as well as the excep ional one , p roduce the best work wh ich he is capable . E xperience with these materials u til ized in co r relation with wood will p r ove the t ru t h o f t hese statemen t s an d t r t t r to demons ate that hey are not only wor h wh ile , bu t necessa y l - r r any wel ounded cou se i n wood . r t h e r r r The o igin als of p oj ects i ll ust ated by the photog aphs were , with few exceptions , constructed by boys of average abili ty in the f eigh t h grade . They in d icate th e ch aracter o work wh ich may be t bo s t r r i r t t wo r expec ed of v in h at g ade , and , i n a measu e , th e f s yea s o f h igh school . Practically t h e enti r e emph asis is laid upon weaving as appl ied r o f t t o r r t o some fo m sea , ei her as a decorative featu re as a necessa y f er m a r pa r t o t h e s t r uc t ure . These mat ials y be u tilized in va ious r t r t r t r t ways on va ied ypes an d forms of fu ni u e o he than sea s , a few f r e E t t r o wh ich a su gges t ed . xperience wi h hem wi ll lead the wo ke r t o new an d in t erest in g fields of a d isti nct ly educa t ional natu re . o lie t I r 1 1 6 . I , llinois , Novembe , 9 D Y P R RY . L . A E ACKNO W LE D G ME NT S Acknowledgmen t s ar e he r eby made to The B ruce Publ ish ing C fo r t o r e - t r C o . I I I , permission use the ma e ial i n hapters and wh ich appea r ed in Th e I n d ust r ia l Ar t s Mag a z in e in a modified fo r t r t o Co . fo m ; Th e Periodical Publish ing , the pho ograph shown f r h e t r t t M. G o t i n the f on ispiece ; o F leason , $oliet , ske ches shown M r t . 6 8 t o . S . t in Figs 5 , an d ; T oore , $olie , for h is coope a ion in all t h e pho t ograph ic wo r k ; and t o t h e i nst ruct ors i n t h e $oliet Depa r tmen t of h i an u a l T r ain in g who h ave assist ed in wo r king ou t b r o f h e r a num e t p oblems . $ D . I . L . C O NT E NTS PAGE FO R E WO R D AC K NOW L E DGME N TS H E R I — T H E E E E C APT . CA NI NG ; S V N S T PS . Cane Equipmen t B eginn ing t h e Ope r a t ion The S even S t eps in Caning H E R I I — C A PT . CA N I NG S U GG E STION S I rregula r A r eas Five - S t ep Canin g The Design E lemen t H E R I I — E E I N A I R H ND NI N C A PT I . R S AT G C H A ; A CA G . Th e P r ocess . Refin ish ing H R — B B N E E H R E I G . C A PT E I V . R S ATI NG A C AI ; CA N E VV The Process H E R — C A PT V . R U S H S E ATI NG H isto r ical Rush O t he r h l at e r ial s P r epa r a t ion o f lWat e r ials The Weaving Process Rectangula r S ea t s I r r egular S ea t s S uggest ions Fi nish H E R I — E A N D L V . ED I N E I N C A PT R S P T W AV G . P r imi t ive I\/I e t h o ds B leach ing S t ain ing O t he r Ma t e r ials H E R VI L— E D A N D I N C A PT S E ATS O F R E S S P L TS . I ndian Splin t s A Rust ic Chai r A Woven Table Wi llows W E AVI NG I WAT E R I A L S : Whe r e t o Obtain 5 o r t es P ri odi al P ubli sh i n Co . C u y, e c g A TYPICAL ALLEY SCENE I N HONG KONG SHO‘VING NATIVE ME N A ND A N TRI PPI XG I' ‘ WO M EN SORTING D S RAT AN . C HA PT E R I CA NI NG ; T H E S EV E N ST E PS That can ing has n o t been unde r taken t o any appreciable extent in school shops is d ue t o t h e fact t ha t inst r uct o r s a re unfam ilia r fi I m n h r . C no t t . t wi t h t e weavin g p ocesses an ing is di f cul , i n com o t t r o f t t r r t . wi h many o he lines activi y , is bes learned th u Obse va ion r it r t t h e t r re Howeve , may be unde aken by average person af e ca fu l f r r “ s t ud y o p r in t ed d i r ec t ions an d i llus t a t ions .