Advanced toy making for schools
ADVANCED TOY MAKING FOR SCHOOLS
By David M. Mitchell
Instructor Manual Arts Willson Junior High School, Cleveland, Ohio
The Manual Arts Press, Peoria, Illinois, 1922
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Advanced toy making for schools
PREFACE
TOYS are today regarded as educational factors in the life of bo5ys and girls. New toy's come into demand at frequent intervals in the growth and mental development of the child. On account of the unfailing interest on the part of the pupils in toys and because of the unlimited educational possibilities contained in toy making, this work is rightfully taking an increasingly important place in the manual arts program in the schools.
This book is the outgrowth of toy-making problems given to junior high and high school pupils. The author claims no originality for some of the toys. However, most of them have been originated or improved upon in the author's classes.
While it is entirely satisfactory to have any of the toys mentioned in this book made as individual projects, they are here offered as suitable group projects or production projects, and it is hoped that the suggested form of shop organization for production work as treated in Part I is flexible enough so that the plan can be applied to most any shop conditions.
The drawings of toys in Part II will suggest a variety of articles which may be used in carrying out the production work. Of course, the success of organizing and conducting classes for this kind of work depends largely upon the instructor. He must know definitely what he is trying to get done. He must adopt and pursue such methods of dealing with both the members of the class and the material as will contribute directly towards the desired end.
Toy making carried on by the so-called productive plan, if handled properly, will bring out many of the essentials of an organization typical of the commercial industries. Together with its educational possibilities and its power to attract the attention of those engaged in this activity, toy making will rightfully take its place alongside other important subjects offered in a complete industrial arts course.
Cleveland, Ohio, 1921. D. M. Mitchell
SUGGESTIONS TO TEACHERS
Where the work is to be done on the so-culled productive basis, it is of utmost importance that, before starting, the classes should be so organized as to allow the work to be carried on in the most efficient, progressive manner. The form of shop organization suggested in this book is recommended. However, the instructor may, particularly if he has had good practical shop experience, employ other methods of organization that are just as good and possibly even better for his particular class and the conditions under which he has to work.
It is also of great importance that the instructor should acquaint himself with the processes involved in the making of each toy before allowing the class to begin it. This may be accomplished by the making of a sample of the contemplated project, carefully analyzing its different parts and arranging the operations in a logical sequence. This phase of the work, may be done during class discussions and demonstrations at which time the different jigs and fixtures needed for progressive production may also be developed.
The different, methods of coloring toys have been suggested with the hope that the student will gain a realization of the importance of finishing, from both the artistic and the practical point of view. The application of paint by means of compressed air is the latest development in the coloring of toys, and an equipment in the school shop illustrating the principles of compressed air as applied to productive finishing of toys, is a step forward in making school shops function as they should.
It will be found that toy making offers itself readily to the desired co-operation and correlation with other departments in the school. For instance, the art department may aid with the designing and color scheme to be used on toys; the general metal shop may help in the making of necessary metal parts; the mechanical drawing department can co-operate in the making of working drawings; the mathematics department can figure the costs of production, etc., etc.
It is hoped that the purpose of this book is not merely to set forth a few plans and drawings for the construction of toys, but to give the work the broadest possible application; creating a constructive influence on the minds of the students, in which case it will also act as a means of bringing into closer relationship their life outside of school with the work in school.
It is also of great importance that the instructor should acquaint himself with the processes involved in the making of each toy before allowing the class to begin it. This may be accomplished by the making of a sample of the contemplated project, carefully analyzing its different parts and arranging the operations in a logical sequence. This phase of the work, may be done during class discussions and demonstrations at which time the different jigs and fixtures needed for progressive production may also be developed.
The different, methods of coloring toys have been suggested with the hope that the student will gain a realization of the importance of finishing, from both the artistic and the practical point of view. The application of paint by means of compressed air is the latest development in the coloring of toys, and an equipment in the school shop illustrating the principles of compressed air as applied to productive finishing of toys, is a step forward in making school shops function as they should.
It will be found that toy making offers itself readily to the desired co-operation and correlation with other departments in the school. For instance, the art department may aid with the designing and color scheme to be used on toys; the general metal shop may help in the making of necessary metal parts; the mechanical drawing department can co-operate in the making of working drawings; the mathematics department can figure the costs of production, etc., etc.
It is hoped that the purpose of this book is not merely to set forth a few plans and drawings for the construction of toys, but to give the work the broadest possible application; creating a constructive influence on the minds of the students, in which case it will also act as a means of bringing into closer relationship their life outside of school with the work in school.
CHAPTER I - Productive Work
While it is entirely satisfactory to have any of the toys mentioned in this book made as individual projects, they are here offered as suitable group projects or production projects. Production work may be defined as work done by a class to turn out a number of similar projects that have a marketable value, with the aid of jigs, fixtures, and other means of duplication, illustrating the industrial or practical application to the tasks in hand, Figs. 1, 2, and 3. This does not mean, however, that the school shops be transformed into a factoiy in the full sense of the word. It should differ from a factory in that the education of the student is the major part of the product, while in the factory production is the foremost aim.
In doing work by the productive plan two important problems will present themselves at the outset; first, the time element; and second, industrial or practical application to the tasks in hand.
A brief explanation of the plan of organization in one of the author's classes will attempt to show how nearly these problems can be solved.
2. Grouping of Students. - Classes are divided into groups of between four and six boys, with a boy foreman appointed at the head of each group. The foreman is held responsible for the work turned out by his boys. He is to see that they understand just what is to be done and how it is to be done. All the group foremen are directly responsible to the general foreman who in turn is responsible to the instructor. The general foreman is to act as an inspector of finished work after it has received the group foreman's O. K. He is also held responsible for the condition of the shop during his class hour.
CONTENTS
Operations in Toy Making
Chapter I. Productive Work.
1. Suggested plan for shop organization.
2. Grouping of students.
3. The time clerk and tool room clerk.
4. Recording attendance.
5. Time cards.
6. Using time card.
7. Grading students.
8. Preliminary discussion and preparation for shop work.
9. Bazaars, toy sales, etc.
Chapter II. Coloring Toys
10. Sanitation emphasized.
11. Preparation of surfaces.
12. Application of water colors.
13. Analine water stains.
14. Formulas for analine water stains.
15. Oil stains.
16. Shellacking.
17. Varnishing.
18. Points on Varnishing.
19. Colored varnish.
20. Another suggestion for finishing.
21. Use of paint.
22. Ingredients of good paint.
23. Application of paint.
24. Preparation of surface.
25. Tinting materials.
26. Mixing paints.
27. Paint formulas.
28. Formulas for making tinted paint.
29. Enameling.
30. The dipping method.
31. Polishing by tumbling.
32. Care of brushes.
33. Paint application by means of compressed air.
34. Uses of pneumatic sprayers.
35. Construction of pneumatic painting outfit.
36. Special attachments for different surfaces.
37. Cleaning pneumatic machines.
38. Directions for cleaning machine.
39. Directions for operating pneumatic equipment.
40. Preparing colors.
Chapter III.
Common Woods Used in Toy Making
41. Economy in selecting material.
42. Qualities of different woods used.
Chapter V. Operation op Woodworking Machines
54. Importance of machine operations.
55. Operating the lathe.
56. Face plate turning.
57. The universal saw.
58. The hand jointer.
59. TheSander.
Chapter IV.
Use of Jigs and Fixtures
43. Value of jigs and fixtures.
44. Cutting small wheels.
45. Turning wheels.
46. Use of wheel cutter.
47. Use of coping saw.
48. Cutting sharp corners.
49. Removing the saw-blade from frame.
50. Making heavy wheels.
51. Designs for wheels.
62. Cutting wheels on band-saw.
53. Boring holes in wheels.
DRAWING FOR TOYS
1. Fox and Geese Game
2. Ring Toss
3. Baby's Cart
4. Hay Cart
5. Horse Head
6. Horse on Wheels
7. Kido Kar Trailer
S. Auto Roadster
9. Auto Racer
10. Passenger Car
11. Milk Wagon
12. Table for Doll House
13. Chair and Rocker
14. Buffet
15. Toy Wheel-Barrow
16. Horse Barrow
17. Doll's Carriage
18. Noah's Ark
19. "Bean Bag" Game Board
20. Child's Swing No. 1
21. Child's Swing No. 2
22. Doll's Bed, No. 1
23. Doll's Bed, No. 2
24. Adjustable Stilts
25. Scooter
26. Steering Coaster
27. Kido Kar
28. Kid Kar Junior
29. Pony Car
30. Duplex Speedster
31. Rock a Doodle
32. Sled
33. “Sturdy Flyer” Sled
34. Ducky Loo
35. Duck Rocker
36. Jitney
37. Junior Roadster
38. Detail of Junior Roadster
39. Senior Coaster
40. Details of Senior Coaster
41. Auto Car
42. Choo Choo Kar
43. Teeter Totter
44. Teeter Rocker
45. Checker Board
46. Child’s Costumer
47. Baby’s Chair
48. Children’s Sand Box
49. Sand Box No.2
50. Doll’s House No. 1
51. Doll’s House No. 2
52. Doll’s House No. 3
53. Dumb Bell & Indian Club
54. Bats
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