{"1": {"fulltext": "TV !^F\\nCOISfKIJC l", "height": "3698", "width": "2349", "jp2-path": "constructionwork00smit_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nChap. :______. Copyright No.\\nShelf\u00e2\u0080\u0094 IS-4S\\nUNITED STATES OF AMERICA.", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0002.jp2"}, "3": {"fulltext": "", "height": "3550", "width": "2287", "jp2-path": "constructionwork00smit_0003.jp2"}, "4": {"fulltext": "", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0004.jp2"}, "5": {"fulltext": "Construction Work\\nCARDBOARD AND PAPER\\nGRADES I to IV\\nWITHOUT THE USE OF TOOLS; WITH A COURSE IN WOODWORK\\nFOR THE FIFTH GRADE.\\nCOMPILED BY\\nROBERT M. SMITH\\nSUPERVISOR OF MANUAL TRAINING, CHICAGO PUBLIC SCHOOLS.\\nA. FLANAGAN CO.\\nCHICAGO.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0005.jp2"}, "6": {"fulltext": "45003\\nLibrary of Conarest\\nTwu Copies Kta vE0\\nSEP 8 1900\\nCopyright tntry\\ntexs X\\nSECOND COPY.\\n0RD\u00c2\u00a38 DIVISION,\\nOCT 16 1900\\nCOPYRIGHT, 1900\\nBY\\nA. FLANAGAN CO.", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0006.jp2"}, "7": {"fulltext": "INTRODUCTION.\\nWith the prevalent demand for the introduction of\\nmanual training into the elementary school, there is a\\nfeeling that some preparatory work should be undertaken\\nleading up from the kindergarten to the fifth or sixth\\ngrades. Very much has been done for the children of\\nthe upper grades; but little work of a methodical charac-\\nter has been provided for bridging the gap between the\\nkindergarten and these grades.\\nIf manual training is educational in the kindergarten\\nand the upper grades, it must likewise be educational in\\nthe lower grades of the elementary school, and there is no\\nreason why its continuity, throughout the whole of a\\nchild s school course, should be broken.\\nIt must be detrimental to the child to stop this training\\nat the age of six years and expect him to undertake a line\\nof work distinct from the ordinary school course, during\\nthe last few years of school. If a thorough education is\\nto be afforded the child, the intermediate preparation\\nmust be continuous and thorough.\\nIn order to do this, I propose introducing a method\\nwhich may be adapted to the needs and capacities of the\\nyounger children.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0007.jp2"}, "8": {"fulltext": "4 CONSTRUCTION WORK.\\nThe cardboard course herein outlined, when subjected\\nto the test of what is best for children, may fall far short\\nof an ideal course; but that paper and cardboard work\\nhave a real and practical value, is shown by the results\\nwhich have been obtained from it in almost all European\\ncountries, particularly Germany, France and Switzerland.\\nHeretofore the books published on manual work have\\ncontained such meager details of cardboard work as an\\neducational method, that it has attracted very little\\nattention.\\nCardboard work, as an introduction to what might be\\ncalled the rougher work in wood, will enable the child to\\nmake more rapid progress in the latter when he has\\nreached that stage of physical development where he can\\nbegin it profitably.\\nThe principle followed in arranging the exercises, has\\nbeen to proceed as logically as possible from easy to more\\ndifficult work.\\nThe following are some of the advantages to be derived\\nfrom instruction in paper and cardboard work:\\ni. The children are trained to habits of order and\\nexactness as the work requires careful and exact eye and\\nfinger work.\\n2. It teaches the children to be careful in the manipu-\\nlation of their material.\\n3. It creates a spirit of emulation in the class-room for\\neach pupil tries to obtain better results than his neighbor.\\n4. It encourages pupils who are dull in the ordinary\\nschool work, and, as those pupils are frequently among\\nthe best in construction work, it inspires them to do bet-\\nter work in all their lessons. They realize that there is\\none thing which they can do as well if not better than\\ntheir more brilliant classmates.", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0008.jp2"}, "9": {"fulltext": "INTRODUCTION. 5\\n5. It develops the powers of observation, and strength-\\nens the valuable habit of attention.\\n6. The drawing required of the pupils is a great help\\nto them in the higher grades.\\nThe child constantly creates; and at the end of each\\ncreation, by the physical and intellectual excitement\\nwhich instigates the work of the fingers and the mind, he\\nfinds encouragement for new efforts.\\nThis method is extremely simple and it offers a series\\nof constructions which are pleasing to children and pro-\\nvokes in them the initiative of thought and the develop-\\nment of the aesthetic sentiment.\\nThe method necessitates the employment of very little\\nmaterial merely cardboard and paper.\\nIt does not require the use of the rule, the square, the\\ncompass, the knife, scissors, glue, or paste, nor any of the\\ntools commonly used in this kind of work.\\nThe danger arising from the use of sharp tools is\\navoided.\\nThere is no limit to the number in a class.\\nThe preparation of the lessons is easy and quick.\\nThe models made are accurate, varied, and capable of\\nbeing very richly decorated.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0009.jp2"}, "10": {"fulltext": "", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0010.jp2"}, "11": {"fulltext": "INDEX.\\nPAGE\\nPAGE\\nAngles\\n14\\nCross Cut\\n133\\nAngular Cube\\n56\\nCubic Box\\n112, 113\\nArchitectural Effects\\n60,80\\nCubes 56, 57, 68,\\n69, 96, 113\\nAwl Handle\\n132\\nDenticles\\n16\\nAwl used\\n137\\nDividers used\\n133\\nBasket\\n124\\nDoll s Cradle\\n52, 53\\nBoat\\n124, 125\\nDouble Square\\n28, 40\\nBox 49, 50\\n,53,\\n116, 117, 124\\nRectangle\\n52\\nBracelet\\n24\\nDrawing Models\\n76, 77\\nBridge\\n60, 61\\nEgg-Box\\n124, 125\\nBrace and Bit\\n136, 137\\nExercises of First Class\\n15\\nCardboard Construction Work\\nFile used\\n133\\n56, 80-86\\nFiling\\n134\\nCathedral\\n60, 61\\nFlower Pot Cover\\n124\\nChairs\\n14\\nFlower Stick\\n132, 136\\nChair Caning\\n24\\nForms of Beauty\\n16\\nChild s Bank\\n56\\nFolding Angles\\n15\\nCheckerboard\\n44\\nFroebelian Knot\\n20, 36, 44\\nChisel\\n149\\nGlasses\\n14\\nChain\\n104,\\n105, 108, 109\\nGrecian Pattern\\n16\\nChalk Box\\n124, 125\\nGauge\\n141\\nCircles\\n28, 36\\nHammer used\\n137\\nCommon Forms\\n14\\nHat Rack\\n14\\nColumn\\n88, 89\\nHexagon\\n68, 69\\nCornice\\n92, 93\\nHour Glass\\n16\\nCover\\n116, 117, 124\\nInterlacings\\n24\\nCoat Hanger\\n148, 149\\nKey Tag\\n140, 141\\nCoping Saw\\n146\\nKnife Practice\\n133\\nCross\\n14, 64, 65\\nLadders\\n14\\nCreasing\\n12", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0011.jp2"}, "12": {"fulltext": "PAGE\\nPAGE\\nLamp Mat 24,\\n152, 153, 156\\nRing 28, 97, 108,\\n109, 122\\nShade\\n124, 125\\nRunning Ornaments\\nLantern, Venetian\\n60, 61\\n16, 36, 41, 88, 89,\\n104, 105\\nLetters\\n14\\nRule used\\n133\\nLid\\n116, 117\\nSandpaper used\\n133\\nLoop\\n24\\nSaw used\\n134\\nLong Cut\\n133\\nSecond Class Exercises\\n21\\nMaterials\\n9, 10\\nSewing Basket\\n68, 69\\nMonument\\n88, 89\\nShade\\n124, 125\\nMortise\\n122, 129\\nSpeer Work\\n79\\nMuff\\n28\\nSphere\\n32, 33\\nMusic Roll\\n128, 129\\nSquare Pavement\\n48, 49\\nNapkin Ring\\n128, 129\\nSquaring up\\n138\\nNetting\\n20, 24\\nSuperposition\\n33,42\\nPanels\\n124, 125\\nScraper\\n145\\nPaper Construction\\n72,73\\nSmoothing Plane\\n145\\nKnife\\n144, 145\\nSquare used\\n141\\nWrapper\\n129\\nTable\\n14\\nParallelopipeds 60, 61\\n64, 65, 88, 89\\nTearing\\n11\\nPen Holder\\n136, 137\\nTenon 120,\\n121, 129\\nPavements\\n48, 49\\nThird Class Construction\\n41\\nPreparatory Course i\\nn Wood-\\nTools\\n14\\nwork\\n133\\nTowers\\n60, 61\\nPyramid\\n100, 101\\nVenetian Lantern\\n60, 61\\nRaised Construction\\n48, 49\\nWeaving\\n20, 24\\nRosette\\n28, 32\\nWindow Decoration\\n20, 24\\nRight Angles\\n14\\nScreen\\n24", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0012.jp2"}, "13": {"fulltext": "MATERIALS.\\nMATERIALS.\\nSmall sponge.\\nPaper and cardboard of different sizes, widths, and\\ncolors, 22 inches long, numbered in order to facilitate\\nordering.\\nN. B. All material to be put up in bundles of 200.\\n1. Paper wide red, white, blue, orange, green, and yellow.\\nNo\\n3 A\\n1\\n1^\\nNo.\\nNos, 1 to 8 are gummed one inch at one end.\\n9. Paper 1\\nGummed on one side the whole length.\\n10.\\n11. 1\\n12. iyi\\nThe last four are of the following colors White, salmon\\nmedium, yellow medium, blue medium, green medium,\\npink medium, light pink medium, orange plated, green\\nplated, vermilion plated.\\nNo. 13.\\n14-\\n15.\\n16.\\nNo. 17.\\nNo. 18.\\nNo. 19.\\nNo. 20.\\nNo. 21.\\n22.\\nPaper i% wide, white, 22 long.\\nCardboard 3% x 5^ 2 ply, Folding Bristol, white, dark\\nblue, green, red, cherry, tea, orange, yellow.\\nCardboard 3^ x 2% 2 ply, Folding Bristol, white, dark\\nblue, green, red, cherry, tea, orange, yellow,\\nCardboard 3X XI 2 Vh~ Folding Bristol, white, dark\\nblue, green, red, cherry, tea, orange, yellow.\\nCardboard 2^ x i^ 2 ply, Folding Bristol, white, dark\\nblue, green, red, cherry, tea, orange, yellow.\\nCardboard 3^ x 22 2 ply Folding Bristol, white.\\n2l/ X22", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0013.jp2"}, "14": {"fulltext": "10 CONSTRUCTION WORK.\\nNo. 23. Cardboard i}\u00c2\u00a3 x 22 2 ply Folding Bristol, white.\\n24. lX X22\\n25. Paper 12 x 14 olive green, white, and dark brown.\\n26. 22 x 30\\n27. X22 white.\\n28. I^ X22\u00c2\u00bb\\n29. X22\\n30. X 22\\nI gladly acknowledge my indebtedness to M. Martin, of\\nParis, France; M. Grandchamp, of Geneva, Switzerland,\\nfor aid in harmonizing the work with the kindergarten,\\nand also to Le Journal du Travail Manuel, Paris, and\\nBlatter ftir Knabauhandarheit, for many designs and\\nhints which are embodied in the course.\\nThe book has been interleaved for the benefit of those\\nteachers who m.2ij wish to add the more minute directions\\nof a teacher, or to note and draw any special designs\\nwhich may be originated by the teacher or the pupil. It\\nwould be very advantageous if each pupil were provided\\nwith a copy of the course, as he could then originate\\ndesigns at home, draw them on the blank leaves, and sub-\\nmit them to the teacher.", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0014.jp2"}, "15": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0015.jp2"}, "16": {"fulltext": "12 CONSTRUCTION WORK.\\nHAND TRAINING WITH NARROW BANDS OF\\nPAPER.\\nMaterials. Strips of different colored paper of various\\nwidths, and small sponge.\\nThe exercises with narrow bands of paper, which have\\nalready been used in the kindergarten, may be used to so\\ngreat advantage in the primary grades, that we think it\\nwell to begin with this form of training.\\nThese exercises may be divided into three classes: the\\nfirst includes exercises where the narrow band is simply\\nplaced on a sheet of paper and is fashioned into common\\nforms; the second includes weaving; and the third, con-\\nstructions in elevation.", "height": "3540", "width": "2339", "jp2-path": "constructionwork00smit_0016.jp2"}, "17": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0017.jp2"}, "18": {"fulltext": "c*", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0018.jp2"}, "19": {"fulltext": "EXERCISES OF FIRST CLASS. 15\\nEXERCISES OF THE FIRST CLASS.\\nFigures i to 8 include the exercises of the first class.\\nThis series of exercises is specially fitted to provoke the\\ninitiative of the child, whose imagination will furnish the\\nmost beautiful designs.\\nThose given here are merely suggestive.\\nFig. i. Combinations of several bands of paper; ver-\\ntical, horizontal, and oblique positions; right angles,\\ncross, letters, etc.\\nFig. 2. Folding angles from a single band.\\nFig. 3. Common forms: stool, tables, chairs, glasses,\\nladders, hat rack, etc.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0019.jp2"}, "20": {"fulltext": "fio\\n0", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0020.jp2"}, "21": {"fulltext": "EXERCISES OF FIRST CLASS. 17\\nMaterials. Nos. i, 2, and 25.\\nFigs. 4 to 8. Forms of beauty: hourglass, running\\nornaments, denticles, Grecian pattern, etc.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0021.jp2"}, "22": {"fulltext": "", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0022.jp2"}, "23": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0023.jp2"}, "24": {"fulltext": "Hi 1 J L\u00c2\u00abX\\nCs/\\n-a\\nU-\\nL frr\\nl\\nl^^OHl^\\nI n\\n1_L\\nH\\nTT\\nrr\\nra\\n1\\nn\\nn\\nn\\nn\\nr\\nU\\nIT J\\nn", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0024.jp2"}, "25": {"fulltext": "EXKRCISKS OF SECOND CI.ASS. 21\\nTHE SECOND CLASS OF EXERCISES.\\nThe second class of exercises with the narrow bands\\nconsists of weaving and interlacing\\nMaterials.\u00e2\u0080\u0094 For Fig. 9, No. 7; Fig. 10, No. 6; Fig. 11,\\nNos. 6 and 7; Fig. 12, Nos. 6 and 7, and No. 25 for all.\\nPlace two bands parallel on the ground paper. Fix\\npoints A on the ground paper by moistening the ends of\\nthe bands with sponge and press them down by rubbing\\nthem with the nail. These bands may be placed any dis-\\ntance apart at will. A third band, fixed in the same way\\nby its end, is woven in with the other two, forming at\\neach turn a Froebelian knot, composed of two right-\\nangled folds (Fig. 9).\\nMake the same exercise with three or more parallel\\nbands, either by fastening the knot or by separating the\\ntwo right-angled folds which form it (Fig. 9).\\nPlace a row of several parallel, equidistant bands, fixed\\nat one end (Fig. 10).\\nInterlace regularly as many perpendicular bands and\\nmake them equidistant at one end, fastening them as\\nbefore at A so that they may be easily raised.\\nThis forms the most elementary pattern for weaving.\\nMake the netting (Fig. 10). Place a supplementary band\\nbetween the vertical bands without interlacing them,\\nthen slip another band between the horizontal bands,\\ntaking care to have it pass under the narrow vertical\\nbands last placed. We obtain pattern Fig. 11.\\nInstead of placing a single supplementary band, place\\ntwo, three, or more, between two bands of the netting,\\nvertically or horizontally, or in two directions at a time\\nthe more changes the greater the variety of designs.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0025.jp2"}, "26": {"fulltext": "22 CONSTRUCTION WORK.\\nOr, still better, alternatively omit the placing of the\\nsupplementary band the interlacing then presents longer\\nopenings, and is well adapted for window decoration.\\nMake the netting Fig. 10.\\nPlace the supplementary bands under the netting\\nobliquely to vertical and horizontal bands, by having them\\npass without interlacing them, under the places where\\nthey cross. This is a very strong or fine pattern. It\\nonly shows triangular openings (Fig. 12).", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0026.jp2"}, "27": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0027.jp2"}, "28": {"fulltext": "", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0028.jp2"}, "29": {"fulltext": "EXERCISES OF SECOND CLASS. 25\\nMaterials. Fig. 13, Nos. 1 and 2; Figs. 14, 15, 16, 17,\\nand 18, Nos. 1, 2, 5, 6, and No. 25 for all.\\nShould a more complicated pattern than the preceeding\\nbe desired, slip a new band vertically below, by having\\nit pass above the crossings of the two oblique bands, and\\nthen another horizontally (Fig. 13).\\nThese designs help to invent others which may be\\nvaried by disposing the bands differently, and by using\\ndifferent colored papers.\\nWe now come to the triangular or hexagonal interlac-\\nings which are very solid and capable of being applied to\\na great number of constructions, and the octagonal weav-\\ning used in caning chairs.\\nTake three bands of strong paper, and cross all three\\n(Fig. 14) to obtain a pattern with six branches; be careful\\nthat they are arranged in such a way that they bind each\\nother. This elementary weaving gives us three angles,\\nX, X, and X. Across each of these place a new band,\\nbeing careful that the new band slips over band 1 and\\nunder band 2, so that it cannot slip beyond the vertex of\\nthe angles.\\nWhen the three new bands are placed (Fig. 15), we\\nobtain a firm pattern giving a great number of angles,\\namong which we find X, X and X Pass a single band\\nacross the two angles X under one band and over the\\nother, in such a way that they cross each other. Slip\\nanother across the angles X and X and a third across\\nthe angles X and X The hexagonal netting which\\nforms the ground work of this weaving likewise admits\\nof several practical applications (Fig. 16).\\nIt may be used for a lamp mat or a window screen,\\netc. If it is constructed of bands of a certain length\\n(Fig. 17), we can make a pretty hand satchel, by sewing\\nthree consecutive angles, lining the inside with silk", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0029.jp2"}, "30": {"fulltext": "26 CONSTRUCTION WORK.\\npaper and providing it with a small handle. The pret-\\ntiest of all applications, however, are the imitations of\\nwindows.\\nTake some straight bands and place them two by two,\\nhaving a distance of four times their width between two\\npairs (Fig. 18). Place others in a perpendicular position,\\nand at the same distance but interlacing them regularly\\nwith the first, once above and once below. This is the\\nsame method of weaving as shown in Fig. 10, with the\\nbands woven two by two.", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0030.jp2"}, "31": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0031.jp2"}, "32": {"fulltext": "", "height": "3529", "width": "2413", "jp2-path": "constructionwork00smit_0032.jp2"}, "33": {"fulltext": "EXERCISES OF SECOND CIvASS. 29\\nMaterials. Figs. 19 to 25, Nos. 1, 2, 3, and 4.\\nThe third series of exercises with bands consists of the\\nemployment of a doubled square made from the bands\\nthemselves.\\nTake two bands and place one across the other so that\\nthe end of a band or X (Fig. 19a) overlaps by a width;\\nthe part X forms a square. Fold X over on the other\\nband (Fig. 19b), and also fold over the end opposite to X\\n(Fig. 19c). The band thus folded back forms a muff into\\nwhich the other slips. Take the end A of that and with\\nit describe an arc of a circle and slip it under the folded\\npart X (Fig. i9d). The loop being thus formed, pinch it\\nand hold it tight between the fingers at B and C (Fig.\\ni9e). It is only necessary to pull the free end in the\\ndirection marked by the arrow in order to get the con-\\nstruction of a right angle (Fig. i9f). This is marked in\\nFig. i9f with a c, and is fastened more or less strongly,\\naccording to the exercise which we propose to make.\\nBy tearing off the two bands, the little square remains\\n(Fig. i9g). We may then string it on two new bands,\\none in each direction.\\nMake a doubled square and have it formed from a\\nsingle band. Make the band circular (Fig. 20), slip its\\nfree end in the doubled square C, and pass it through as\\nfar as it is necessary to provide for slipping it again under\\nthe square, following the direction of the arrow. Fasten\\nthis well by holding the interior sides of the circle\\nbetween the fingers. The ring thus obtained is very\\nstrong. To children it represents a hoop, a ring, a brace-\\nlet, etc. Instead of immediately attaching the free end\\nunder the doubled square, have it passed through the\\nsquare as in Fig. 21.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0033.jp2"}, "34": {"fulltext": "30 CONSTRUCTION WORK.\\nTake a doubled square made from a band, and slipping\\nits free end through the doubled square from the same\\nside where it is attached, we form a loop. If the band is\\nlong enough, repeat this loop on the other side by slip-\\nping the band back through the doubled square, and con-\\ntinue this, making as many new loops as the length of\\nyour bands will permit. According to the size of your\\nloops and the particular form you give them, you get\\ndifferent constructions (Figs. 22 and 23).\\nFor the construction of the ring, you have slipped th9\\nband into the square by the side opposite to that where it\\nis attached. If you introduce it by the adjacent side you\\nobtain an irregular circle or a ring curved on itself\\n(Fig. 24).\\nThe band may also be introduced by the four sides suc-\\ncessively and form a rosette (Fig. 25).", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0034.jp2"}, "35": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0035.jp2"}, "36": {"fulltext": "f M\\nM M\\nr-\\nC*\\nt", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0036.jp2"}, "37": {"fulltext": "KXKRCISSS OF SECOND CI, ASS. 33\\nMaterials. Figs. 26 to 33, Nos. 1, 2, 3, and 4.\\nTake a square having two bands, and with each of these\\nmake a ring (Fig. 26) or several superposed rings (Fig.\\n27). You have rosettes such as milliners use for trim-\\nming children s hats.\\nTwo rosettes, the one placed over the other through\\ntheir diagonals, give a fuller appearance (Figs. 28 and 29).\\nTake a square with its two bands. On one of these\\nplace a little square, as in Fig. i9g, at the middle of its\\nlength, and with each of these bands make a circle as\\nindicated in Fig. 30.\\nTake a square, cross it by a band in each direction and\\nprovide the middle of each of the branches of the cross\\nwith a new doubled square (Fig. 31). Pass a single band\\nthrough these last four squares and make a circle with\\na firm tie. Turn the other two bands into a circle and\\nfasten their four ends in a last doubled square. See if\\nthe three circles thus constructed are regular and correct\\nthem if necessary. The construction represents a sphere\\nwith the three large circles, the equator and the meridi-\\nans (Fig. 32). You can enclose the one construction in\\nthe other and get a fuller sphere (Fig. 33).", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0037.jp2"}, "38": {"fulltext": "", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0038.jp2"}, "39": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0039.jp2"}, "40": {"fulltext": "", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0040.jp2"}, "41": {"fulltext": "EXERCISES OF SECOND CLASS.\\nMaterials. Figs. 34 to 37, Nos. 1, 2, 3, and 4.\\nTake*one or several bands of stiff paper, and by rolling\\nthem around the finger or a pencil, give them an artistic\\nform.\\nThen place them inside of a closed circle, having one or\\nseveral doubled squares, into which they may be slipped\\n(Figs. 34 to 37).\\nThe designs which may be made are unlimited.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0041.jp2"}, "42": {"fulltext": "", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0042.jp2"}, "43": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0043.jp2"}, "44": {"fulltext": "n\\nM\\n1*\\na\\n^w", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0044.jp2"}, "45": {"fulltext": "EXERCISER OF THIRD CLASS. 41\\nTHE THIRD CLASS,\\nTHE DOUBLED SQUARE.\\nMaterials. Figs, i to 6, Nos. 17, 18, 19, 20, 13, 14, 15,\\n16, 27, 28, 29, and 30.\\nThis form of square is very valuable as an element of\\nconstruction. It is derived directly from the first con-\\nstruction of the cube, which is given later, and may be\\nused in the second grade.\\nTake two rectangles of cardboard or paper of a differ-\\nent color, but of the same width, and place the one over\\nthe other in the form of a cross (Fig. 1). Fold them\\nover as shown in the drawing, detach them, and we thus\\nobtain two squares. Place these squares as indicated in\\nFig. 2, in a perpendicular position. Slip the folded bor-\\nder of one square under the two extremities of the\\nborders of the other square, and then the second folded\\nborder of the first square under the other two extrem-\\nities of the borders of the other square (Fig. 3). In this\\nway the square constructed has the sides very firm, and\\npresents in two ways a muff open through and through,\\nwhich may receive and hold another square of the same\\nkind attached by a band bent at right angles.\\nThe exercises which may be made with these squares\\narrange themselves in several categories.\\nWe have first the exercises of simple juxtaposition,\\nwithout being attached, and which may be used for color\\nwork. By using papers of different colors, we obtain\\nnew designs by simply turning them over. In this way\\nwe may make a running ornament, a square or a rect-\\nangle.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0045.jp2"}, "46": {"fulltext": "42 CONSTRUCTION WORK.\\nT The squares may be laid side by side, half side to half\\nside, or angle to angle, and in this way many beautiful\\ndesigns may be made.\\nThis may be followed by a series of exercises where\\nthe one square penetrates the other by one of its angles,\\nand which represents the superposition of squares.\\nThe third series of exercises includes the stringing of\\nthe squares on one or several bands (Figs. 4 and 5), to\\nform running ornaments or other designs, or to build a\\ngreat number of constructions.\\nThe stringing of the squares resembles the stringing of\\nbeads, and requires a certain amount of dexterity which\\ncan only be acqiiired by practice.", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0046.jp2"}, "47": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0047.jp2"}, "48": {"fulltext": "A,\\nLJujC\\n10", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0048.jp2"}, "49": {"fulltext": "KXKRCISKS OF THIRD CLASS. 45\\nMaterials. Figs. 7 to 10, Nos. 17, 18, 19, 20, 13, 14, 15,\\n16, 27, 28, 29, and 30.\\nTo form a stop at the end of a band we have recourse\\nto the Froebelian knot (Fig. 5), which is simply a right\\nangle fold, repeated three times. As will be observed\\nfrom the drawing, the end is passed through the double\\nsquare perpendicular to the rest of the band.\\nFig. 9 shows us a frame formed of twelve squares\\nstrung on a band of the same width and folded by a\\nFroebelian knot after each series of four squares. By\\nincreasing the number of squares on two opposite sides\\nwe obtain a rectangular frame.\\nThe checkerboard (Fig. 10) may be made by using one\\nor two bands, which may be folded in a knot at the end\\nof each line of squares and returned by the following line,\\nor by means of several shorter bands whose ends are\\nturned back behind the construction, or fixed by slipping\\nthem under the second square of the line.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0049.jp2"}, "50": {"fulltext": "", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0050.jp2"}, "51": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0051.jp2"}, "52": {"fulltext": "11", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0052.jp2"}, "53": {"fulltext": "KXKRCISES OF FOURTH CLASS. 49\\nMaterials. Figs, n to 17, Nos. 17, 18, 19, 20, 13, 14,\\n15, 16, 27, 28, 29, and 30.\\nWhen we string some double squares on one or several\\nbands of half width, we form the square pavement (Fig.\\n11), where the squares are placed half side to half side.\\nThis is the method used in paving streets, and it might\\nbe well to tell the children that the meeting of four\\nangles at a point is always to be avoided for if the four\\nangles meet at a point the pavement is easily broken by\\nthe wheel of a truck.\\nFOURTH SERIES.\\nDOUBLE SQUARE, RAISED CONSTRUCTION.\\nThe fourth series of exercises with the double square\\nincludes all raised constructions.\\nFig. 12 shows us five double squares in the form of a\\ncross. Two bands pass through the base square perpen-\\ndicularly to each other, a third band passes through the\\nsquares 1, 2, 3, and 4, following the direction marked in\\ndrawing. Erect them perpendicularly on the base\\nsquare and slip the band again under the first square.\\nIt is only necessary to fasten the two ends of the band by\\nthe means indicated in Fig. 10 to obtain the cubic box\\n(Fig. 13).\\nIt is easy to provide this box with a handle or lid; it is\\nonly necessary to string some squares on a band which is\\nattached in the ordinary way to the two opposite squares\\nat the edge of the box, or, if a single lid with a flap is\\nrequired, we may employ the square attached as stated,\\nand add to this the double rectangle shown in Fig. 22.\\nWe can extend each square on the upper edge of j:he\\nbox by a new square.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0053.jp2"}, "54": {"fulltext": "50 CONSTRUCTION WORK.\\nTo obtain this form, place three squares, instead of\\ntwo, at each end branch of the cross (Fig-. 16), make the\\npreceding box, and pass a new band through each inter-\\nmediate square to permit the mounting of a new square.\\nWe have then the construction shown in Fig. 18,", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0054.jp2"}, "55": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0055.jp2"}, "56": {"fulltext": "18\\nf9\\n10\\n3\\n21\\nn", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0056.jp2"}, "57": {"fulltext": "EXERCISES OF FOURTH CLASS. 53\\nMaterials. Same as the preceding-.\\nIf, by slipping three squares on each branch of the\\ncross (Fig. 1 6), we make the first box (Fig. 17), and we\\nthen pass the four ends of the bands under a new square,\\nwe obtain the construction (Fig. 19) which represents a\\nsolid bounded by six squares and eight equilateral\\ntriangles.\\nThe box and the sphere last made may be modified\\nat the will of the constructor, to make a number of other\\nconstructions, among which we may mention the doll s\\ncradle (Fig. 20).\\nBy superposing a narrow rectangle on a wider rectangle\\n(Fig. 21), and by successively bending back the four bor-\\nders, and then arranging them as we have done with the\\nsquare, we obtain the [double rectangle (Fig. 22), with\\nwhich we may form many new combinations.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0057.jp2"}, "58": {"fulltext": "", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0058.jp2"}, "59": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0059.jp2"}, "60": {"fulltext": "I I\\n1/ i\\n4\\nao\\n11\\nxz", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0060.jp2"}, "61": {"fulltext": "CARDBOARD WORK. 57\\nCARDBOARD CONSTRUCTION WORK.\\nThe cube is the foundation of geometry and the base of\\nthis method.\\nMaterials. Figs, i to 12, Nos. 17, 18, 19, 20.\\nPlace one card over the other in the form of a cross, as\\nshown in Fig. 1, and fold over the overlapping borders of\\nthe four sides. Continue this until each one of the cards\\nis as represented in Figs. 2 and 3. Place one of the cards\\nflat on the desk or table, as in Fig. 4 then take two of\\nthe cards already folded and place them as shown in\\nFig. 5. When this has been done, place two cards on\\nthe other two sides so that they will bind those already\\nplaced. Slip another card under the two overlapping\\nedges of the upper face this will form the key of the\\ncube, and will help to bind it together. The cube will\\nthen appear as represented in Fig. 6.\\nIn order that the cube may present a better appearance\\nand lend itself to numerous combinations, take the other\\nsix cards which you have already folded, and slip them\\nunder the overlapping edges on the six sides, as repre-\\nsented in Fig. 8. The cube, now finished, may be made\\nthe subject of an object and drawing lesson. Note the\\nnumber of faces, compare them as to size and shape.\\nWhat kind of angles has it? How many? How many\\nedges? Curves?", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0061.jp2"}, "62": {"fulltext": "58 CONSTRUCTION WORK.\\nAPPLICATIONS.\\nChild s Bank. Cut a slot in one of the faces, as shown\\nin Fig. ii. The money cannot be removed without tak-\\ning the box to pieces.\\nAngular Cube. Cut out a square on each of the six\\nfaces. By passing threads through from the one angle to\\nthe other angle opposite, many geometrical definitions,\\nsuch as center, diagonal, etc., may be clearly illustrated\\n(Fig. 12).\\nHave pupils combine the cubes in as many ways as\\npossible. This will result in the numerical operations,\\n1+1+1=3, 2+1=3, I 2 =3, an d will develop ideas of sym-\\nmetrical relationship, which form a large part of the\\nvalue of these exercises.", "height": "3529", "width": "2350", "jp2-path": "constructionwork00smit_0062.jp2"}, "63": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0063.jp2"}, "64": {"fulltext": "i\u00c2\u00b1\\n1\\nn\\nf 7\\nt\\nA^\\n1\\nf\\nt\\n1\\nI\\ni\\ni\\nii\\ni\\n\u00e2\u0080\u00a2I\\n27\\n13", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0064.jp2"}, "65": {"fulltext": "CARDBOARD WORK. 61\\nMaterials. Figs. 13 to 17, Nos. 17, i\\n23, 2 4.\\nLantern. Make a cube as in the preceding exercises,\\nand stiffen it, either by stitching the overlapping pieces\\nto the cardboard below, or by using glue.\\nRemove the five faces and cover four of them with\\ncolored paper. You will then have a Venetian lantern,\\nas in Fig. 13.\\nIn order to attach two cubes to each other, corner to\\ncorner, slip the ends of the borders of the two faces which\\ntouch, under each other (Fig. 15).\\nThe same result may be obtained by successively attach-\\ning to the face of a cube already made, the different cards\\nwhich would form the new cube. First slip a card under\\nthe borders at AB, and one under the borders at CD.\\nPlace a third card between the two first with the borders\\nstanding up. The rest of the construction will be appar-\\nent (Fig. 16).\\nWe can also form a rectangular parallelopiped, which\\nmay be lengthened by the addition of one or more cubes\\n(Fig. 17)-\\nTo attach the cubes corner to corner, slip a whole card\\nor a band of stiff paper under the borders of the two\\ncubes to be connected.\\nIt is also very easy to obtain, by this method of attach-\\nment, a large variety of assembled cubes, for use as\\ndrawing models or manual training exercises.\\nCathedral. Construct with assembled cubes according\\nto design and mark the windows and doors, with ink or\\npencil (Fig. 19).\\nPlace little flags on towers supported by pins. Reverse\\nthe construction, and you have a bridge.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0065.jp2"}, "66": {"fulltext": "", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0066.jp2"}, "67": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0067.jp2"}, "68": {"fulltext": "z\\n20\\nz\\n;;ir\\nA\\np\\nri\\n21\\n22\\nIf\\nP^2I\\nfm- r 1\\nflfflWl\\nft* 1\\nmm", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0068.jp2"}, "69": {"fulltext": "CARDBOARD WORK. 65\\nMaterials. Same as preceding.\\nFig. 20. Superposition of cubes to form a parallelo-\\npiped.\\nFig. 21. Assemblage of three or four cubes (by a band\\nof paper), to be analyzed and compared with Fig. 23.\\nFig. 22. Assemblage of three cubes (by band of\\npaper).\\nFig. 23. Cross with four arms, composed of five cubes.\\nFig. 24. Cross with six. arms. This construction is\\nwell adapted for giving ideas on planes and to show that\\nall the faces which are in the same plane or in a parallel\\nplane, receive an equal distribution of light or shade.\\nFig. 25. A flat parallelopiped pierced by a long paral-\\nlelopiped.\\nFig. 26. Cube of 3x3x3, from which is cut out the\\ncross with six arms, as in Fig. 24.\\nFig. 27. Same construction as in Fig. 26, from which\\na cube at each corner is removed.\\nFig. 28. Same construction as in Fig. 27, but fuller,\\nto which has been added a cube at the middle of each of\\nthe six faces.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0069.jp2"}, "70": {"fulltext": "", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0070.jp2"}, "71": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0071.jp2"}, "72": {"fulltext": "29\\n30\\n31\\nF\\n3Z\\n33", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0072.jp2"}, "73": {"fulltext": "CARDBOARD WORK. 69\\nMaterials.\u00e2\u0080\u0094 Same as preceding.\\nFigs. 29, 30, 31, and 32. Cubes attached by a band of\\nstrong paper slipped in in such a way as to bind them\\ntogether.\\nFig. 33. Take a round piece of cardboard, glue the\\ncubes round this, thus forming a hexagon. This may be\\nused for a sewing basket.\\nIn making these exercises, I suggest using groups of\\ncards of four or six different sizes.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0073.jp2"}, "74": {"fulltext": "", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0074.jp2"}, "75": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0075.jp2"}, "76": {"fulltext": "o\\nO (C\\nu\\nIt\\n1 i\\nl f\\n-J\\nk\\nI 1\\nxt\u00c2\u00ab.\\n1 i\\n1 f\\n1 i\\nv\\no\\n\\\\y\\nr S?", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0076.jp2"}, "77": {"fulltext": "PAPER WORK. 73\\nPAPER CONSTRUCTION.\\nMaterials. Heavy paper, No. 25.\\nTake a rectangle of paper, make a fold at each end, as\\nX, X. Divide the remainder of the surface of the rect-\\nangle into four bands of equal width. This is done by\\ncarrying AC over to EF to get the fold GH, AC to GH\\nto get I J, and EF to GH to get KL (Fig. 34).\\nConstruct squares on AI, IG, GK, KE, by carrying AI\\nin the directions of I J, Fig. 35, and by tracing a fold the\\nwidth of MA to N. Be careful that the fold of the part\\nturned down is equal to the part not turned down.\\nMake a second row of squares by folding the paper the\\nlength of AB, while it is still folded, following MN.\\nThe third row of squares is obtained in the same way;\\nand if you have too much paper, crease it carefully and\\ntear it off.\\nTear from I, G, K, E, J, H, L, and F just down to the\\npoint where they meet the first fold, and fold all the little\\nsquares thus detached, following one of their diagonals\\nas indicated (Figs. 34, 35, and 36).\\nOn bringing together the two sides of the rectangle\\nyou already see the construction, and can distinguish the\\ninterior from the exterior.\\nOne of the borders X first made, falls to the interior\\nagainst the face to which it is attached. Its parts being\\nopen, fold back and form a muff into which slips the sec-\\nond border X, also folded back on itself, but not turned\\ndown against the interior face.\\nAt G we have two double right-angled triangles 1 and\\n2, which we slip in, or rather place the one in the fold of\\nthe other. This is done by barely unfolding the triangle\\nopposite it and then enclosing the other in its folds. Do\\nthe same at H.", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0077.jp2"}, "78": {"fulltext": "74 CONSTRUCTION WORK.\\nWhat you have already done with the triangles at G\\nand H, also do with the triangles at A and E, and at C\\nand F. The triangles which must be placed the one over\\nthe other, are at the opposite extremities of the paper.\\nBring them together and the cube will present a fin-\\nished appearance.\\nPinch the angles well and the cube is completed.", "height": "3529", "width": "2298", "jp2-path": "constructionwork00smit_0078.jp2"}, "79": {"fulltext": "", "height": "3582", "width": "2328", "jp2-path": "constructionwork00smit_0079.jp2"}, "80": {"fulltext": "38\\nNAM\\ni\\n1\\ni\\ni i\\n1 1\\n1 1 1\\n1\\nL\\n5ZN\\n40\\n+1", "height": "3539", "width": "2214", "jp2-path": "constructionwork00smit_0080.jp2"}, "81": {"fulltext": "PAPER WORK.\\nMaterials. Nos. 25 and 26.\\nThe same construction as in the preceding exercise\\nmay be applied to the construction of the different kinds\\nof rectangular parallelopipeds. It is only necessary to\\ngive to the middle row of squares a width or a length of\\ntwo or any number of squares, according to the form of\\nthe four-sided figure which we wish to obtain (Figs. 38,\\n39, 4o, and 41).\\nObserve that with any rectangle you can always obtain\\ntwo kinds of parallelopipeds, according to the length or\\nwidth of paper which you use, and that it is only in cases\\nwhere your dimensions are fixed that you are obliged to\\ntear off any excess of paper. These constructions may\\nbe made stronger and new combinations formed, by\\npassing a band of stiff paper or thin cardboard through\\nthe diagonals. These bands permit ^the building up of a\\nlong series of drawing models, the appearance of which\\nmay be changed in a moment (Fig. 42).\\nFig. 42. Cube with a band of strong paper, forked at\\none end, passed through its diagonals.", "height": "3592", "width": "2180", "jp2-path": "constructionwork00smit_0081.jp2"}, "82": {"fulltext": "", "height": "3539", "width": "2214", "jp2-path": "constructionwork00smit_0082.jp2"}, "83": {"fulltext": "PAPKR WORK. 79\\nThe inventive faculty of the pupils may now be aroused\\nby having them combine four cubes in as many ways as\\npossible, and record the results of their work in diagram\\nform, as shown in the next four pages.\\nAs a larger number of cubes is used (5, 6, 7, 8, 9, or 10),\\nthe number of combinations is almost limitless. They\\nmay be used in connection with the Speer Arithmetic\\nwork, or may be combined to produce boxes or simple\\narchitectural effects, the proportions of which can be\\nexactly determined.\\nPupils will vie with each other in producing a variety\\nof effects in combination with a certain number of cubes.\\nAfter a few lessons, allowing pupils to invent their own\\ncombinations, and thus exercise their own ingenuity, is\\npreferable to having them follow specific directions. The\\nchild will devise for itself new forms an occupation at\\nonce delightful and conducive to mental development.", "height": "3592", "width": "2180", "jp2-path": "constructionwork00smit_0083.jp2"}, "84": {"fulltext": "CARDBOARD WORK\\nA FEW COMBINATIONS OF FOUR CUBES\\nEM\\nm\\n\\\\LJ;fr\\nm\\nvl m\\n\\\\o\\nIt\\nIS", "height": "3539", "width": "2214", "jp2-path": "constructionwork00smit_0084.jp2"}, "85": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0085.jp2"}, "86": {"fulltext": "CARDB O A R D WO R K\\nA FEW COMBINATIONS OF FOUR CUBES\\n83\\nmMM^2\\n\\\\A-\\n15\\n16\\n\\\\T\\n18\\nm\\nIB\\nB\\nso\\nSI\\naa\\nS3\\nBl\\n2-4-", "height": "3402", "width": "2246", "jp2-path": "constructionwork00smit_0086.jp2"}, "87": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0087.jp2"}, "88": {"fulltext": "CARDBOARD WORK\\nA FEW COMBINATIONS OF FOURCUBES\\nas\\n2\u00c2\u00a9\\n28\\nS3\\n30\\n31,\\n3.2\\n33\\n3-4\\n35\\n36\\nn mm m\\n37\\n3\u00c2\u00a9\\n39", "height": "3497", "width": "2246", "jp2-path": "constructionwork00smit_0088.jp2"}, "89": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0089.jp2"}, "90": {"fulltext": "CARDBOARD WORK\\nAFEW COMBINATIONS OF FOURCUBES\\n-3-0\\nm\\nM\\n1\\nI\\nk.\\n-4-1\\n-4-S\\nm\\n^-5\\nw,\\nH\\n1\\n-4-3\\nf, f ^m\\nA-4-\\n^-O\\n*rT\\n^-e\\n-43\\nSO", "height": "3497", "width": "2246", "jp2-path": "constructionwork00smit_0090.jp2"}, "91": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0091.jp2"}, "92": {"fulltext": "/xgl\\nn \\\\y y\u00e2\u0080\u0094\\n44", "height": "3434", "width": "2256", "jp2-path": "constructionwork00smit_0092.jp2"}, "93": {"fulltext": "PAPER WORK. 89\\nMaterials. Nos. 25, 26, 13, 14, 15, and 16.\\nFig. 43. The same cube surmounted by a long paral-\\nlelopiped forming base and column. The band of paper\\npasses through the whole construction.\\nFig. 44. A parallelopiped surmounted by a cube and\\nanother long parallelopiped, forming a monument.\\nFig. 45. Running ornament composed of parallelopi-\\npeds of two kinds.\\nFig. 46. Parallelopipeds strung on two bands and\\nforming a combination.", "height": "3413", "width": "2160", "jp2-path": "constructionwork00smit_0093.jp2"}, "94": {"fulltext": "", "height": "3497", "width": "2246", "jp2-path": "constructionwork00smit_0094.jp2"}, "95": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0095.jp2"}, "96": {"fulltext": "[\u00e2\u0080\u00a2I i\\n4?\\n\u00c2\u00b1s", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0096.jp2"}, "97": {"fulltext": "PAPER WORK. 93\\nMaterials. Same as preceding.\\nFig. 47. Parallelopipeds strung on a band, forming\\ndenticles.\\nFig. 48. Cornice.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0097.jp2"}, "98": {"fulltext": "", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0098.jp2"}, "99": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0099.jp2"}, "100": {"fulltext": "49\\nS2\\n55\\ni i\\n53", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0100.jp2"}, "101": {"fulltext": "THE CUBE- 97\\nTHE CUBE\u00e2\u0080\u0094 THIRD AND FOURTH CONSTRUO\\nTIONS.\\nMaterials. Same as preceding.\\nThird and fourth construction of the cube\\nTake two sheets of paper in the ratio of about 3 8\\ninches, or any multiple of these numbers fold them twice\\non themselves in the lengthwise direction (Fig. 49).\\nPlace the two bands at right angles (Fig. 50), in order\\nto determine on each of them the width of the band or\\nmuff. Bring AB to CD to form fold GH AB to GH, to\\nform fold I J and CD to GH, to form KL (Figs. 49\\nand 50).\\nSlip the part CDEF into the double fold AB, forming\\na muff, so that CD coincides perfectly with AB (Figs, 49\\nand 51).\\nHaving thus obtained two cubic rings, slip the one in\\nthe other so as to have a cube perfectly smooth over the\\nsix faces (Fig. 52).\\nTake a square ABCD, divide it into sixteen small\\nsquares by carrying AC to BD, and then AC on the fold\\nwhich r ou make, etc. (Fig. 53).\\nTear the seven sides of the small squares, from E to\\nthe points where they meet the first fold, and make a long\\ntear E to the center. Fold a diagonal in each square on\\nthe outside in order to obtain a cross inscribed in the\\nlarge square (Figs. 53, 54).\\nSlip the little square, which is at the angle A of the\\nlarge square (Fig. 53), and which is marked by an x, on\\nthe little square adjoining and marked with ay.\\nYou thus form an angle at 0, having three equal sides,\\nwhich will bind together if you turn down to the interior\\nof the angle, the two superposed triangles marked by\\nhatched lines.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0101.jp2"}, "102": {"fulltext": "98 CONSTRUCTION WORK.\\nProceed in the same way for each branch of the cross.\\nFig. 54. This being done, superpose a branch of the\\ncross marked x, x, .r, x on the adjoining branch y y y,y, y,\\nand bind the construction by the return of the small tri-\\nangles. A triangle having three equal sides is formed at\\nthe center of the square.\\nMaterials. Nos. 25 and 26.\\nThe cube is made and it is only necessary to pinch the\\ncorners to make it firm.", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0102.jp2"}, "103": {"fulltext": "u*c", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0103.jp2"}, "104": {"fulltext": "r\\nV^\\nr\\n1\\n\\\\l\\ni\\n1\\no\\ns\\np\\n1\\n/v\\ns\\nV\\n\\\\yf\\n\\\\l\\nM\\ny/C\\n1\\n1\\n1\\n56\\n57\\n58", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0104.jp2"}, "105": {"fulltext": "APPLICATIONS* 101\\nAPPLICATIONS.\\nA slight modification in the preceding construction\\ngives a cube of which one of the angles is concave, and\\nthus forms in the inside a triangular pyramid (Figs. 57\\nand 58).\\nBefore superposing one of the two branches of the cross\\non the other, make the folds ABCD (Fig. 56) then by\\nsuperposing the point C on the point B, make a hollow\\nangle of which the vertex is in O.\\nTo form angles with the three other branches, proceed\\nas before.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0105.jp2"}, "106": {"fulltext": "", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0106.jp2"}, "107": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0107.jp2"}, "108": {"fulltext": "RSii\\nilSj^\\nto\\n61\\n60\\nS3", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0108.jp2"}, "109": {"fulltext": "APPLICATIONS. 105\\nAPPLICATIONS OF THE THIRD CONSTRUCT\\nTION.\\nMaterials. Nos. 13, 14, 15, 16, 25, and 26.\\nFig 1 59. Bind the cubes together by passing- a band of\\npaper along the interior faces. We thus form the first\\nrunning ornament.\\nFig. 60. By passing the band through the diagonals of\\nthe cubes, we obtain the second running ornament.\\nFig. 61. Two square rings constituting the cube being\\nbound together so as to form a chain.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0109.jp2"}, "110": {"fulltext": "", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0110.jp2"}, "111": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0111.jp2"}, "112": {"fulltext": "v ^i.\\nt k\\n\u00e2\u0082\u00ac2\\n63", "height": "3560", "width": "2351", "jp2-path": "constructionwork00smit_0112.jp2"}, "113": {"fulltext": "APPLICATIONS. 109\\nAPPLICATIONS OF THE THIRD CONSTRUCT\\nTION (Continued).\\nMaterials. Same as preceding.\\nFig. 62. Chain the same as the preceding, but in\\nwhich the rings are attached to each other by a third ring\\ninside of the other.\\nFig. 63. Another form of the chain is shown in 60.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0113.jp2"}, "114": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0114.jp2"}, "115": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0115.jp2"}, "116": {"fulltext": "64\\n6*\\nIT\\nli\\ni\\nif\\n6\u00e2\u0082\u00ac", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0116.jp2"}, "117": {"fulltext": "THE CUBE. 113\\nTHE CUBE\u00e2\u0080\u0094 FIFTH CONSTRUCTION.\\nMaterials. Nos. 25 and 26.\\nTake a square of paper (Fig. 64). Fold on the four\\nsides a uniform border of about one-half an inch.\\nDivide the square, after having turned down the bor-\\nders, into three rows in both directions, and thereby\\nobtain nine squares.\\nIn order to avoid too many thicknesses of paper, remove\\nthe parts shaded and marked with a C. Make the four\\ncuts AB, which must terminate at B.\\nIn order to facilitate the construction of the cube, num-\\nber the squares from 1 to 9,\\nErect square 3 perpendicularly to square 2, and retain-\\ning the angle, having two sides, thus formed, erect the\\nsquare 2 perpendicularly to square 5, which is the base of\\nthe construction. Do the same thing with squares 9 and\\n6. Be careful that square 6 comes against square 3, and\\nthat the part of the border X turns down easily towards\\nthe interior by enclosing square 3 under its fold. Repeat\\nthis operation with squares 8 and 7, and then with\\nsquares 4 and 1. We now have a cubic box without a\\ncover. The same box may be constructed more solidly\\nwith the square divided into twenty-five squares. The\\nmode of construction is the same, omitting, however, the\\nfolding of the border around the square, which is super-\\nfluous (Fig. 66).\\nWe form a second similar box with a square whose\\nsides are smaller by six times the thickness of the paper\\n(with light paper this thickness is trivial), and we drop it\\ninto the first so as to obtain a stronger cube.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0117.jp2"}, "118": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0118.jp2"}, "119": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0119.jp2"}, "120": {"fulltext": "6%\\nA\\nx z\\n3\\nV\\n4-j\\n5\\n6\\n_ v-\\n1;\\n4f\\n69\\n.^HiMffflf\\n10\\nBwl lllffl\\npvV\\n11", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0120.jp2"}, "121": {"fulltext": "APPLICATIONS. 117\\nAPPLICATIONS OF THE FIFTH CONSTRUO\\nTION OF THE CUBE.\\nMaterials. Nos. 25 and 26.\\nWhen we wish to obtain a very solid box by this con-\\nstruction, with or without a cover, or which is intended\\nfor constant use, or which we wish to use in the class-\\nroom for the purpose of teaching measures, we double it,\\nwhich strengthens it and renders it reasonably indestruc-\\ntible.\\nWe make two boxes as in the construction of the cube;\\nonly, for the second box, which is to be inserted in the\\nfirst, the fold instead of being on the interior, is on the\\nexterior. The annex falls back on the outside on the\\nsuperposed square, and the interior of the box is pre-\\nvented from being crushed (Fig. 68).\\nTo construct the cover, take a square of paper of such\\na size that by dividing it into nine squares, as shown in\\na previous exercise, each square may be several thick-\\nnesses of paper larger than the square face of the box.\\nMake the four cuts marked and fold them over on them-\\nselves in the direction of the length; rectangles are\\nformed by the squares 2 and 3, 6 and 9, 8 and 7, 4 and 1\\n(Fig. 69).\\nErect rectangle 2-3 perpendicularly on the square of\\nbase 5, then the rectangle 6-9, being careful to take\\nsquare 3 under its fold; then rectangle 7-8, which encloses\\nsquare 9, etc. (Fig. 70).\\nIf necessary, double the cover as we did in the case of\\nthe box.\\nIn these constructions it is necessary to have fixed\\ndimensions betw r een the different parts. In the cubic\\nbox, the height equals the two other dimensions; in the\\ncover, it is the half of it.\\nMany new combinations may be deduced from this con-\\nstruction.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0121.jp2"}, "122": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0122.jp2"}, "123": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0123.jp2"}, "124": {"fulltext": "A\\n^\u00c2\u00ab=j\\nI\\nZ\\n=i=;\\nSK\\nfl\\nI\\n\u00c2\u00a3s\\nf\\n7\u00e2\u0080\u0094-^\\n1\\nSS.-I\\nI\\n1\\n-f\\n1\\nJ\\nG\\nH\\n1\\n73\\nn\\ni\\nT\\n75\\niS\\nii\\n1G", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0124.jp2"}, "125": {"fulltext": "THE CUBE. 121\\nTHE CUBE-SIXTH CONSTRUCTION.\\nMaterials. Nos. 25 and 26.\\nTake six squares of stiff paper about 4x4 inches.\\nMake a uniform fold on each of their sides, about three-\\neighths inch, which then unfold.\\nTake four of these squares and place them exactly over\\neach other. The folds that have been made form, at the\\ninterior of these squares, another square about 3*4 inches\\non the side. Indicate on these folds two points which\\ndivide the 3^ inches into three equal parts (Fig-. 72). By\\nthe depression of the nail, or any hard substance, the\\nfour squares are marked at one time. Cut AB, CD, CH,\\nEF, and IJ.\\nSet the squares on edge at right angles to each other.\\nThe part to the left of AB and that to the left of CD are\\npartly detached. Fold them over on the part not\\ndetached between B and C, so as to form the tenon indi-\\ncated by the arrow (Fig. 73). The tenon folded in this\\nway is the same size as the cut opposite at EF. It can\\nthen be engaged in the cut of another square whose tenon\\nis engaged in its turn in the cut of a third square, and so\\non to the last of the four squares, which has the cut of the\\nfirst square to hold it.\\nAfter this tenon is passed through the cut, unfold it so\\nthat it cannot unlock.\\nIn closing the construction with the fourth square, two\\ndifferent methods present themselves. You may turn the\\nchain of the four squares either in one direction or the\\nother, and you get a ring, with the folds either at the\\nexterior (Fig. 74) or at the interior. These two methods\\ngive us different applications.\\nLet us select the second method it is the most difficult\\nand let us continue the construction of the cube with\\nthe folds to the interior.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0125.jp2"}, "126": {"fulltext": "122 CONSTRUCTION WORK.\\nWe have thus obtained a square ring, similar in form\\nto that of the third construction of the cube. It is no\\nlonger necessary to build from the base to have the cubic\\nbox. The open faces of the ring present on their sides\\nfour folds cut in the middle. The square for covering\\neach of these faces is supplied with four folds, forming a\\ntenon (Fig. 75). These folds should be locked in the cuts\\nfrom the outside, and this is easily done if we are careful\\nto erect the tenons perpendicularly on the square and to\\nbring down towards the interior the four side folds.\\nWhen the tenons are in the cuts, unfold them and the\\nface cannot be removed without tearing.\\nThe unfolding of the tenons on the last face presents\\nsome difficulty, because of the impossibility of getting the\\nfinger into the cube already completely closed. The\\nthing is, however, very simple if we use a band of stiff\\npaper, a paper cutter or a knife.\\nThis cube, if well constructed, is very strong (Fig. 77).\\nIts construction very much resembles some of the\\nmethods used in carpentry. All of the elements are met\\nagain, and the thought or calculations necessary to make\\nthe tenons, cuts or mortises, come together exactly in the\\nsame way.\\nIt will be noticed that of the six faces of the preceding\\nconstruction, the first four are cut in a different way from\\nthe last two.\\nIf we use six faces cut in the same way as indicated in\\nFig. 76, the construction of the cube represents a higher\\ndegree of skill and a greater intellectual effort. The\\ndanger to be avoided in the arrangement of the different\\npieces, is in the junction of the sides with similar cuts.\\nThe applications which result from the sixth construc-\\ntion of the cube are very numerous, and only a few which\\nare directly connected with it, are given.", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0126.jp2"}, "127": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0127.jp2"}, "128": {"fulltext": "89", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0128.jp2"}, "129": {"fulltext": "APPLICATIONS. 125\\nAPPLICATIONS OF THE SIXTH CONSTRUCT\\nTION.\\nMaterials. Nos. 25 and 26.\\nFig. 79. Arrangement of four rectangles cut by\\noblique lines, with the tenons. going from the interior to\\nthe exterior, and forming a square boat. For the bot-\\ntoms, place inside a square greater than the lower open-\\ning, and press it down.\\nFig. 80. Assemblage of six panels with tenons going\\nfrom the exterior to the interior, forming a basket.\\nFig. 81. Assemblage of five panels, with tenons going\\nfrom the exterior to the interior, and forming an orna-\\nmental flower-pot cover,\\nWe may ornament these different constructions by cut\\npaper work, etc.\\nFig. 82. Lamp shade formed of six panels. The\\nobliquity of the panels of this construction is much more\\nthan that of the preceding exercises, and ought to be cal-\\nculated from its superior and inferior openings.\\nThe best dimensions are as follows:\\nThe small end (superior), about ij{ inches.\\nThe large end (inferior), about 6}{ inches.\\nDistance between the two ends, about 7^ inches.\\nDesigns of any kind may be pricked on each face with\\na special needle, or pictures may be drawn or pasted on\\nthem. The designs may be varied, but the prettiest\\ndesign is that made by the child himself.\\nFig. 83. A chalk box or egg box obtained by attaching\\nfour faces to a curved line. Cords are fixed at its angles\\nto hang it by. Observe that the tenons and borders or\\nfolds, are interior.\\nFig. 84. A suspended box of the same kind as the\\npreceding, but the panels, six in number, are of an\\nelongated, elliptical form. Here also the folds and", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0129.jp2"}, "130": {"fulltext": "126 CONSTRUCTION WORK.\\ntenons are towards the interior, and they must be flat-\\ntened well against the sides of the box.\\nFig. 85. A box or boat. The straight panels have\\ncurved cuts, and combine with a rectangle whose two\\nopposite sides are provided with tenons. The rectangle\\nalone is curved and its tenons necessarily pass to the\\nexterior of the construction. This arrangement is con-\\ncealed by pasting pictures over it.", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0130.jp2"}, "131": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0131.jp2"}, "132": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0132.jp2"}, "133": {"fulltext": "APPLICATIONS. 129\\nAPPLICATIONS OF SIXTH CONSTRUCTION\\n(Continued)\\nMaterials. Nos. 25 and 26.\\nFig. 86. Represents a roll for music constructed in\\nthe same way.\\nFigs. 87 and 88. Round table-napkin rings, similar in\\nconstruction to the preceding exercises, but the rectangle\\nof paper which is used to make them has first of all, to\\nhave two double folds in order to get the relief moldings.\\nAfter folding, in order to make the paper bend more\\neasily, we should pass a pencil or some hard body over\\nthe face intended for the inside.\\nFigs. 89 and 90. This is a wrapper for mailing printed\\npapers. Take a band of paper of the required size,\\nenclose in it the printed matter folded as desired, and ou\\nthe side where the two extremities fall on each other,\\nmark by means of the nail or some hard substance, two\\npoints dividing the width into three equal parts. At one\\nof the extremities cut the paper at C and D, just to the\\npoints marked; at the other extremity, cut the paper\\nbetween the two points in order to obtain on the one side,\\na tenon and on the other side, a mortise, as in Fig. 90.\\nSlip the tenon from the exterior into the mortise and\\nwhen it is there, fold it as in previous exercises.\\nIn first presenting the series of six primary construc-\\ntions of the cube, it has been my eadeavor to submit to the\\nobservation of the child, an idea in a concrete, tangible\\nform; to interest him in it by having him reproduce it by\\neasy and rapid means, where the mechanical effort never\\nabsorbs the intellectual effort, and by teaching him to\\nknow and analyze in all its aspects, in all its types, in all\\nits applications, the abstract idea of size, form, and\\nnumber.", "height": "3487", "width": "2254", "jp2-path": "constructionwork00smit_0133.jp2"}, "134": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0134.jp2"}, "135": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0135.jp2"}, "136": {"fulltext": "Or\\nc\\nl sS\\n\u00e2\u0080\u0094#l\\nCO\\nQ\\nh-,H\\nf-\\nv\\n|CTMB=I I \u00c2\u00b12 i 4 I r", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0136.jp2"}, "137": {"fulltext": "WOOD WORK. 133\\nPREPARATORY COURSE IN WOOD WORK.\\nI. Practice in use of knife in whittling objects based\\non the cylinder and cone.\\nMODEL NO. J-FLOWER STICK.\\nMaterial. 24x^x^4 inches. Pine.\\nTools. Knife, rule, pencil, file, sandpaper, dividers.\\nExercises. Long cut, cross cut, finishing.\\nDrawing Parallel and converging lines.\\nEducational Value. Training in dexterity of hand\\nthrough drawing and cutting; sense of form trained\\n(rectilineal and curvilinear) cultivates care and practice;\\npromotes accuracy and neatness.\\nDirections.\\n1. Smooth both ends.\\n2. Draw design on ends, circle one half inch in\\ndiameter.\\n3. Trim both ends down to the circle. Then trim piece\\nbetween. Test from time to time by laying on the bench\\nor on a flat board.\\n4. Smooth with file and sandpaper. This is done by\\nwrapping sandpaper around the stick, holding with one\\nhand and drawing stick back and forth with a rotary\\nmotion. In this way it may be perfectly rounded.\\n5. Round upper end to hemispherical form and point\\nother end according to the drawing.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0137.jp2"}, "138": {"fulltext": "134 CONSTRUCTION WORK.\\nMODEL NO. 2- AWL HANDLE (Scratch Awl).\\nMaterials. 7x1^x1^ inches. Pine.\\nNew Tool. Saw.\\nExercises. Long cut, cross cut, sawing off, finishing,\\nfiling.\\nDrawing. Converging and straight lines.\\nEducational Value. Training in dexterity of hand\\nthrough drawing and neat cutting; training of eye to\\ncurvilinear form; promotes neatness, accuracy, patience\\nand attention.\\nDirections.\\n1. Cut out cylinder as in No. 1.\\n2. Reduce size of one end to receive ferrule.\\n3. Round other end.\\n4. Sandpaper.\\n5. Fasten awl in end or fasten old writing pen point,\\nto be used in cutting groove to receive pen in penholder\\n(next exercise).", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0138.jp2"}, "139": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0139.jp2"}, "140": {"fulltext": "n. i\\nre*\\nmi\\n-k\\nt ote\\nfol\\njc-\\nrscsv\\nVO\\nq:\\nit\\nT\\n-lot\\nlU-L:_", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0140.jp2"}, "141": {"fulltext": "WOOD WORK. 137\\nMODEL NO. 3-PENHOLDER.\\nMaterials. 9 x^x^ inches. Maple, taken from piece\\nof wood sawed from a board rough.\\nNew Tools. Awl, brace and bit, hammer.\\nExercises. Long cut, cross cut, filing, oblique cut.\\nNew: Boring with bit; boring with awl (made in last\\nexercise).\\nDrawing. Parallel and converging lines, geometrical\\ncurves.\\nEducational Value. Training in dexterity of hand cul-\\ntivates sense of touch; training of eye to sense of form\\n(cylindrical and tapered) training in neatness, accuracy,\\nand carefulness.\\nDirections.\\n1. Cut cylinder y 2 inch in diameter.\\n2. Determine thickest part of penholder by two lines\\n\\\\y*2 and ij4 inches respectively from lower end.\\n3. Whittle out as per drawing.\\n4. Cut groove in end with tool made in last exercise\\nor bore a hole 3/ s inch deep with a ^-inch bit, and another\\nhole inch from end with a ^-inch bit. Make a plug\\nT 5 6 x 3/Q inch on smaller end, x inch scant on larger\\nend, and drive plug into lower end.\\n5. Sandpaper.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0141.jp2"}, "142": {"fulltext": "138 CONSTRUCTION WORK.\\nMODEL NO. 4-ORNAMENTAL FLOWER\\nSTICK.\\ni. This includes pyramid, truncated pyramid, cube,\\ncylinder, and cone.\\nMaterials. 24x^x34 inches. Maple; rough.\\nNew Tools. None.\\nExercises. Long cut, cross cut, filing, sandpapering.\\nNeiv: Squaring up.\\nDrawing. Parallel and converging lines, right angles.\\nEducational Value. Training in dexterity of hand;\\ntraining in care, patience, and perseverance; cultivates\\npowers of observation (sight and touch) training of eye\\nto sense of form (rectilineal and rectangular) promotes\\nneatness, accuracy, attention, and carefulness.\\nDirections.\\n1. Whittling ornaments.\\n(a) Four-sided pyramid, 2 inches high.\\n(b) Truncated pyramid, 1 y 2 inches high.\\n(c) Cube, 3/ Q inch.\\n2. Below the cube, a cylinder.\\n3. At lower end, a cone, 2 inches high.\\n4. Sandpaper. Use special care not to injure sharp\\nedges.", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0142.jp2"}, "143": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0143.jp2"}, "144": {"fulltext": "I\\n*0", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0144.jp2"}, "145": {"fulltext": "WOOD WORK. 141\\nMODEL NO. 5 (a, b, c,)\u00e2\u0080\u0094 KEY TAGS.\\nII. Knife practice on objects with curved edges.\\nMaterials. nxi^x^ inches; s. 2. s. Maple.\\nNew Tools. Gauge and dividers, square.\\nExercises. Sawing off, squaring, boring, convex cut,\\nfiling, concave cut. Neiv: Gauging.\\nDrawing. Right lines and geometrical curves.\\nEducational Value. Training in dexterity of hand;\\ntraining of eye to sense of form (flat and convex) train-\\ning in habits of neatness and accuracy.\\nDirections.\\n1. Sandpaper the wood so that it will be easier to\\ndraw on.\\n2. Saw into lengths for key tags a, b, and c.\\n3. Draw design on stock.\\n4. Whittle to line. Where a line curves inward, a cut\\nperpendicular to grain must first be made as at b y to pre-\\nvent splitting.\\n5. Finish rounding curved edges with file.\\n6. Bore holes. To prevent breaking, bore part way\\nfrom each side, or fasten it in vise with a thicker board\\nbehind it.\\n7. Sandpaper.\\nMODEL NO. 5 (d)\u00e2\u0080\u0094KEY TAG.\\nMaterials. 7xi^x 1 3 g inches. Maple; s. 2. s.\\nTools. Same as preceding model.\\nExercises. Sawing off, convex cut, concave cut.\\nDrawing. Converging lines, and geometrical curves.\\nEducational Value. Training in dexterity of hand;\\ntraining of eye to sense of form (flat and convex) train-\\ning in habits of neatness and accuracy.\\nDirections.\\n1. Sandpaper the wood so that it will be easier to draw\\non.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0145.jp2"}, "146": {"fulltext": "142 CONSTRUCTION WORK\\n2. Draw design on stock.\\n3. Whittle to proper length; whittle to line.\\n4. Finish rounding curved edges with file.\\n5. Sandpaper.", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0146.jp2"}, "147": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0147.jp2"}, "148": {"fulltext": "T\\ni\\ni\\n8!\\nL ._\\nI A T*\\nI 1 \u00c2\u00abM", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0148.jp2"}, "149": {"fulltext": "WOOD WORK. 145\\nMODEL NO. 6-PAPER KNIFE.\\nMaterial. i2xi^x^( inches; s. 2. s. Black walnut.\\nNew Tools. Scraper, smoothing- plane.\\nExercises. Sawing off, face planing edge planing,\\ngauging, concave cut, convex cut, filing, surface cut,\\nscraping.\\nDrawing. Right line and free curves.\\nEducational Value. Training in dexterity of hand\\ntraining of aesthetic faculty; cultivates sense of [form\\ntraining in neatness, accuracy, attention, and carefulness\\ndevelops interest and love of work promotes the devel-\\nopment of the muscles.\\nDirections.\\n1. Plane and sandpaper the stock.\\n2. Draw design on paper, form a template by cutting\\nit out with the knife, draw on the wood around the edges\\nof the paper.\\n3. Whittle to line and finish with file. The edges must\\nbe at right angles to the faces and the curves regular\\nand symmetrical.\\n4. Draw a center line from end to end to indicate\\nthickest part of blade.\\n5. Trim blade to center line on both sides and both\\nfaces, to make it sharp.\\n6. Whittle decorations on handle (based on semicircle).\\n7. Finish with file, scraper and sandpaper.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0149.jp2"}, "150": {"fulltext": "146 CONSTRUCTION WORK.\\nMODEL NO. 7\u00e2\u0080\u0094 PAPER KNIFE WITH OPENING\\nIN HANDLE.\\nMaterials. i2xi3,|x^( inches; s. 2. s. Birch.\\nNew Tool. Coping saw.\\nExercises. Sawing off, using coping saw, face planing,\\nedge planing, gauging, concave cut, convex cut, filing,\\nsurface cut, scraping, boring with bit of small curves\\ndirected inward and too small for the knife.\\nDrawing. Converging lines and free curves.\\nEducational Value. Training in dexterity of hand;\\ntraining of aesthetic faculty; cultivates sense of touch and\\nform; training in neatness, accuracy, attention, and care-\\nfulness develops interest and love of work promotes the\\ndevelopment of the muscles.\\nDirections.\\n1. Plane and sandpaper stock.\\n2. Make template and use it to put design on wood.\\n3. Make the opening in the handle with bit, coping\\nsaw, and file.\\n4. Trim outer edge to line, using bit for the small inner\\ncurves at a and b. Finish with file.\\n5. Trim cutting edge with knife, file, and scraper.\\n(The steel scraper, well sharpened, is, for many purposes,\\nbetter than sandpaper.)", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0150.jp2"}, "151": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0151.jp2"}, "152": {"fulltext": "", "height": "3560", "width": "2214", "jp2-path": "constructionwork00smit_0152.jp2"}, "153": {"fulltext": "WOOD WORK. 149\\nMODEL NO. 8-COAT HANGER.\\nIV. Exercise in use of plane and saw. Further prac-\\ntice on curved edge lines, the chisel being introduced.\\nMaterials. 20x5x34 inches; s. 2. s. Pine.\\nExercises. Sawing off, face planing, edge planing,\\nsquaring, boring with center-bit, use of coping saw, per-\\npendicular chiseling, filing, smoothing up, scraping.\\nDrawing. Geometrical and freehand curves.\\nEducational Value. Training in dexterity of hand;\\ntraining of eye to symmetry of form; cultivates patience,\\nperseverance, and attention; cultivates neatness and\\naccuracy; promotes uniform physical development.\\nDirections.\\n1. Plane and sandpaper stock. The plane is to be used\\nhere only for the purpose of smoothing the surface, and\\nnot yet for the purpose of planing to any definite thick-\\nness.\\n2. Make template and use it to put design on wood.\\n3. Draw on the wood around the edges of template.\\n4. Saw down to the line, making many parallel cuts,\\nclose together, as shown by the dotted lines.\\n5. Trim as closely as may be with the chisel, and finish\\nto line with knife, file, and sandpaper.\\n6. Bore hole to attach string for hanging up.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0153.jp2"}, "154": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0154.jp2"}, "155": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0155.jp2"}, "156": {"fulltext": "ro H-\\nV", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0156.jp2"}, "157": {"fulltext": "WOOD WORK. 153\\nMODEL NO. 9\u00e2\u0080\u0094 LAMP MATS.\\nThese afford good material for the drawing lesson as\\nwell as for the work-room.\\nMaterials. 8x8x 3 Maple.\\nExercises. Sawing off, long sawing, face planing, edge\\nplaning, squaring, gauging, use of coping saw, obstacle\\nplaning, boring with center bit, chamfering, perpendic-\\nular chiseling, punching, scraping.\\nDrawing. Right lines and geometrical curves.\\nDirections.\\ni. Smooth wood with plane and sandpaper.\\n2. Draw the border lines.\\n3. Saw nearly to line in direction of arrows.\\n4. Trim to line with chisel. (The file here is not so\\ngood as in previous exercises.)\\n5. Draw straight lines with rule and knife and curved\\nlines in center with compasses.\\n6. Cut out center with bit.\\n7. Punch parts indicated in drawing. (Punch may be\\nmade, if necessary, by inserting short pieces of stiff wire\\nin a wooden handle.)\\nIn addition to carving, I have found the following to\\ngive excellent artistic results:\\n1. Smooth surface perfectly, and then, to prevent col-\\nors from spreading, treat with gelatine dissolved in warm\\nwater. When dry, run over lightly with sandpaper.\\n2. The design is drawn on paper, and then transferred\\nto the wood.\\n3. Trace lines with India ink or burnt sienna; clean\\nwith rubber eraser.\\n4. Apply moist colors. It is best to apply light tints\\nfirst.", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0157.jp2"}, "158": {"fulltext": "154 CONSTRUCTION WORK.\\n5. When colors are thoroughly dried, shellac or var-\\nnish. This must be done carefully and rapidty, in order\\nto prevent spreading the colors.\\nUse moist water colors.\\nBest woods to use are maple, chestnut, pear, and birch.", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0158.jp2"}, "159": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0159.jp2"}, "160": {"fulltext": "t", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0160.jp2"}, "161": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0161.jp2"}, "162": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0162.jp2"}, "163": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0163.jp2"}, "164": {"fulltext": "", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0164.jp2"}, "165": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0165.jp2"}, "166": {"fulltext": "SEP 8 1900", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0166.jp2"}, "167": {"fulltext": "", "height": "3487", "width": "2170", "jp2-path": "constructionwork00smit_0167.jp2"}, "168": {"fulltext": "mum\\npill\\nLIB\\nIII\\nilsiil\\nliiSi", "height": "3581", "width": "2277", "jp2-path": "constructionwork00smit_0168.jp2"}}