Elementary turning for use in manual training classes

The series of exercises given in this text is the result of the author's experience in teaching turning. Each model has been developed for the purpose of teaching a correct use of the tools, so that pupils can do excellent work without the long drill to acquire skill or the necessity of scraping where cutting tools should be used. If turning lathes are to be used in the 'school, they should be used properly. It is the hope of the author that this manual will aid such instructors as are trying to teach a rational method of turning.

A careful examination of the text by one who understands this line of work will reveal the fact that the elementary principles are covered very completely, and yet there is not in the regular set a single exercise which may be dispensed with, without a real loss to the average pupil.

The numerous illustrations are not only to make clear a way in which to do the work, but to furnish such a variety of similar views that the pupil will be certain to draw comparisons and to form an individual method of work.

Although a proper study of this book will result in a marked degree of proficiency in turning, yet the greater Benefit will be the training which comes from the constant and careful attention required to do this work. The aim is not technique, but power - mental growth.

Several of the models were suggested by those used in other schools. The general arrangement and method of treatment are entirely original with the author.

But few woods are mentioned in the text. In fancy turning a variety of woods should be used, if they can be obtained. The instructor should see that each pupil acquires some knowledge of both local and foreign woods.

This course in turning is intended to give elementary exercises only. Each model in Part I is given with a definite purpose and should not be omitted. There will be little need for class demonstration. Each pupil should have a book at his bench, and should take it home with him often enough to gain in advance a definite idea of each day's lesson.

Each piece should be turned with care and in the order given, and the exercise should not be repeated. No matter what the plans of the pupils may be, much time will be saved by making each of the twenty models before attempting any fancy turning. If the first eight or sixteen pieces have been made, and the work is very poor, it is better to return to the first piece and begin again. Thus continuing the study of principles, rather than acquiring skill to do the work by mere repetition.

Always keep in mind that turning cannot be done with dull tools. Do not resort to scraping the pieces where they should be turned. Do not use any sandpaper until the fifteenth exercise, and then use only No. J. Although this set may appear to consist of too large a number of pieces, a proper use of them will demonstrate that they are a much shorter and quicker road to successful turning than the less numerous exercises given by others.

The methods of using tools in turning on modern lathes and with modern tools vary somewhat from the methods used when lathes were more cumber some and tools not so easily obtained. In the school shop such tools and methods should be employed as will tend most to an active mental direction of the process, and give as little occasion as possible for the acquiring of skill.

The work must be carried on in such a manner that there is a continuous increase in power of attention and ability to do a given amount of work in a definite period of time. The pupil must learn to keep up with the lathe, and this by developing power to think more quickly and accurately, rather than by acquiring skill. If the work is planned to develop skill, the result will be injurious rather than helpful.

The material for the first exercises should be of pine, because it is easy to work, when the tools are used properly; and because any attempt to scrape the piece to shape is easily detected.

One of the first things to decide in learning to use the lathe is whether one shall turn right-handed or left-handed. Either way is easily learned, whether one is right-handed or not. But, when the decision is once made, do not change. The right-hand position is probably the better for a large proportion of work, although the left-hand position seems to be easier in some of the first exercises.

As a large part of the time is necessarily taken up in learning the use of the tools, you will have but little time for fancy turning, unless you are very careful to learn the correct use of your tools. You should be especially careful in turning the first pieces, for the more nearly correct you use your tools in the beginning, the more rapid will be the progress and the better will be your work.

The first exercises are so designed that, if properly used, they will readily give a freedom and certainty which is not the result of skill, but of an exact understanding of the process. After this knowledge has been acquired, a great variety of articles may be made in a short space of time.

If you learn the correct use of each turning tool, you will be able to turn fancy articles of knotty, hard, or cross-grained wood. Such wood is often much more beautiful than that which is plain and straight- grained. This ability to use the tools will not be lost, even though you do no turning for a .consid- erable length of time.

In the lathe room, while the lathes are in motion, there is always a probability that work will be injured if from any cause a pupil looks up while his tools are cutting. It is, therefore, a matter of much importance that pupils should refrain from all conversation, and from moving about the room. Care should also be taken to avoid any unusual noise in turning, or in starting or stopping the lathe.

No pupil should ever borrow or lend any tool or piece of material. Every piece of material, including sandpaper, should be plainly marked with the pupil's name. When the work is completed, the name of the pupil and the date of completion should be plainly written upon it. The work should be kept in the bench drawer until completed.

The lathe should be watches, and any indication of its being out of order should at once be reported. A drop of oil should be placed on each bearing of the live spindle at the beginning of each recitation. The end of the piece bearing against the dead-center should be oiled when the piece is first placed in the lathe, and each succeeding day that the same piece is used. The dead-center should be carefully watched, and, if it becomes too warm, the tail-screw should be turned to loosen the work, or more oil be applied. In case any tool or bit of material has been tampered with during the absence of the pupil, it-should be reported to the instructor at once.

At the close of the recitation the tools must be put in place. Tools which require grinding may be handed to the instructor. Each pupil must brush all shavings and dirt from his lathe; and when cleaning the lathe care must be taken that no dirt is thrown on adjoining lathes. The lavatories are for use, and every pupil should wash his hands and brush his clothes before going to another recitation.

At the close of the year each pupil may remove the work he has completed by paying for the materials used, except such pieces as are needed in the school for exhibition.

For each exercise a sufficient amount of material will be given each pupil. This material will be sufficient to complete the exercise properly, and only in very extreme cases shall more material be given. The first piece given must be finished as well as possible, even though very incorrect or under size. Sandpaper should not be used on any exercise until that exercise has been passed upon by the instructor. The illustrations for this book represent the actual conditions and work of a school room where pupils succeed in learning to use their turning tools, as they are used by good workmen in practical turning. A large number of pupils were asked to pose for the views, in order to eliminate as much as possible the peculiarities of any one pupil, and illustrate general principles, applicable to all.

In studying the illustrations, do not attempt to imitate them, but rather follow the principles given, adapting them to your own strength and temperament. All important positions are shown from different sides and by different pupils. Examine all illustrations relating to the exercise before attempting to do any turning. This will lessen any liability to misunderstand the illustrations. If you have already formed habits in the use of turning tools, do not continue them if there is a better method. Often there are several ways which are correct, but this does not imply that any method will answer. Learn the best way, as it will save you much time and trouble.

In many of the illustrations a part of the lathe centers are shown. This is to indicate the position of the piece in the lathe. It is a matter of considerable importance which end of a piece is on the live-center, and whether there is a stub at either end to be cut off after the work has been removed from the lathe.