Supplies

There is but one exact way of estimating the material necessary to provide for the work of a class during a specified time, and that is to plan a series of models, and require each student to make them one after the other. It is then an easy matter to calculate how many reproductions of a certain model will be made, and the dimensions and the amount of material necessary to make them, allowing 20 or 25 per cent more than is actually necessary for pieces destroyed and for waste. This method, which has definiteness to recommend it, is used entirely by some teachers, but there is one important objection against it, - it restricts individual work', which will prevent the progressive teacher from using it to more than a limited extent.

A teacher should plan his courses so that the first few models will be made by all his students, but as soon as a moderate degree of facility has been gained in the use of the more essential tools, the individual work should commence. The material for these models may be calculated fairly accurately, and by selecting a course of problems from this book, a satisfactory variety may be obtained which will require material of certain dimensions kept in stock by almost any lumber dealer.

The models herein described are planned with special reference to individual work, and if a supply of boards of the required kinds and thicknesses is ordered, it will be possible to cut the dimensions desired. The width and the length of the boards may be in a general way estimated, so that they may be cut with the least possible waste.

The different kinds and thicknesses of boards necessary to do any of the work in the courses hereafter described, except that in the trade courses, are as follows: Poplar, pine, or basswood, 1/4", 1/2", 5/8", 7/8"; 1 3/8", for towel roller. Black gum, 7/8"; cherry may be substituted for gumwood, if desired. Cherry, 1/4", 1/2", 7/8". Maple, 1/4".

Oak, 1/2, 5/8, 7/8"; 11/8", for table top and rails; 1 3/4" for feet for screen frame; 3" X 3" for table legs.

In giving an order, poplar, pine, and basswood may be ordered as substitutes for each other, the poplar in general giving the best results, as it takes a better finish than either of the other woods. The material for the larger models - the plate rack, screen frame, etc. - may be furnished by the boys themselves, so that the teacher need not include this material in his estimate. As a matter of fact, if individual work is the rule, generally there will be but two or three of either of the large models made by any class, as it will be found that the mass of the students will work to better advantage upon the smaller models, or that they will want to make some model not included in these courses, in which case it is wise to allow each student to furnish his own material.

it is a matter of principle with some teachers and schools not to allow the pupils to pay for any material., that they may use. There are various reasons advanced to uphold this policy, but the writer has heard none which he feels has as much weight as the reasons which may be advanced for requiring the student to pay for the material that he uses in making a large piece of work. This does not mean that there should be a penurious administration of the financial side of manual training, but that the student who makes a model in which the material may cost any considerable amount, or which may have a real intrinsic value, should pay for the material of which it is made. This is not for the purpose of saving expense to the school, although that is the natural result, but for the benefit derived by the student in receiving tangible evidence of the purchasing value of money, - frequently the first real experience of the sort which some of the pupils may have. The average student will feel very differently toward economizing the material which he has bought and paid for, at some mill, than he will if he has obtained the same pieces from the lumber rack of the manual-training department, especially if, through carelessness, he destroys a piece and has to purchase another.

The writer has noticed frequently that a boy who was actually indifferent while at work upon the routine work at the beginning of the course, becomes alert and interested as soon as he has selected a model, and has bought and paid for the material of which it is to be made. There is rarely any need of cautioning a boy who has purchased his own material, in regard to the necessity of laying out his work carefully in order to avoid the possibility of cutting the material to waste.

The foregoing does not mean that small models and exercises, in which the value of the stock used is nominal, should be paid for by the student.

In ordering, the teacher should use judgment in selecting the grades of lumber; for instance, the best grade of a certain kind of lumber may cost ten cents per foot, and another grade of the same kind of wood may cost but six cents. The difference may be due to extra large dimensions, or to the presence of a few blemishes, which may be cut around. As there are so many opportunities for using small pieces in a manual-training shop, most of the pieces from which blemishes have been cut may be used for other purposes.

It is a true saying that the best is the cheapest, but like many other generalities, it does not apply in every case, as the majority of people find it necessary to be governed in their purchases by considerations of economy as well as by those of quality. In the above instance, it will be cheaper to buy the six cent lumber, as there will be nothing like the difference in the cost of the boards cut to waste. Although quartered oak costs about twice as much as plain oak, the latter, by many teachers, is never considered. Much of the work of a manual-training school, however, may be done quite as satisfactorily with plain as with quartered oak.

The teacher should not feel obliged to use the exact kinds of wood specified in the various courses, but should give the preference to the kinds most easily obtained in his locality, if they are suitable.

Both hot and cold glue should be purchased. Though there is no doubt that the former holds better than the latter, there is not enough difference to justify the statement that cold glue is worthless, which has been made by different writers upon the subject. A good grade of hot glue should be used if the best results are desired, but still, on account of its always being ready for use, cold glue may be used advantageously in many places where the strength of the joint does not depend entirely upon the glue.

In purchasing volatile, liquid finishing materials, it is best not to order too large quantities at a time; several small orders at different times will insure fresh goods, and thus greater efficiency. Since these liquids deteriorate rapidly if the can or bottle is left open (which is certain to happen if the students handle it without the closest supervision), it is a good plan for the teacher to keep the large cans away from the students, and to supervise personally the pouring into smaller receptacles of a sufficient amount for the use of each class, taking care that any residue is returned to its can and the brushes thoroughly cleaned before the class is dismissed.