How to teach wood finishing

Essentials Made Clear. In presenting this book to school shop teachers the author desires to make clear the fact that it is not expected to cover in an exhaustive manner the subject of wood finishing. Neither is it intended to answer all questions that might arise in simple problems of this class. Its object is to consider only those problems that properly belong to the school shop giving only such directions and information as are desirable for such work. In this manner it is hoped to avoid obscuring the needed in the needless and thus encourage a more definite and continuous study of wood finishing in the school.

The author hopes to lessen greatly the common practice of guessing at methods because needed directions are buried in a mass of general information on all sorts of finishing problems. In order to use this book successfully it should be thoroly read in the order written, studied if necessary, until understood.

Master Each Page. Beginning with this preface master each page in the order given. Teachers of shopwork or others wishing extensive formulas or directions can find them in various large works on varnishing, staining, etc.

Order of Topics. The contents are arranged in the order in which they should be studied. We have treated definite problems rather than given general directions without regard to any specific case. This makes possible very brief, specific, yet readily understood directions. These being fully comprehended, their application to a large variety of problems is obvious and easy. The table of contents affords an easy method of learning where each method or style of finishing is treated. A well-arranged index facilitates the finding of any topic desired.

Variety of Finishes. Altho specific problems are considered, and each type of finishing described as it would be applied to a specially suitable article, almost any article mentioned might be finished with any of the finishes given.

Materials. The various finishing materials are discussed in considering the processes in which they are first used.

WHY DO FINISHING

Several Reasons. There are several reasons why great care should be taken in the finishing of even the first pieces in woodwork. To finish the pieces gives an excuse for careful truing and smoothing. The finish adds much to the appearance of the work, probably much more in the estimation of parents and friends than of the pupils as they are more interested in what they learn than in the project.

The chief reason, however, is that in doing the work of finishing the pupil learns several principles of large consequence in all his work and learns them quicker and better than he can by doing anything else. Some of these are very essential to success in all his shop work and cannot be taught so effectively in any other part of the work. This is well understood by teachers of Mechanical Science.

Educational Value. After a series of most careful tests the author is thoroly convinced of the great educational value resulting from correct methods of teaching shellacing of the simple pieces of the first lessons. Where success in using shellac is not attained it will be found that correct methods have not been used.


THE FUNDAMENTALS

Schools Differ. Sometimes we see work well finished, sometimes poor finished. Sometimes nearly all the work of one school will be quite satisfactory, while that of another will be quite as discouraging. In attempting to get proper results in any school the first step is to get a clear understanding of the fundamentals. If one examines very closely the work of some schools, he will notice a similarity in the defects of the work whether stained, varnished, painted or shellaced. The work of another school maybe closely inspected with the result that such defects as are found differ materially from those of the other school but likewise appear to arise from some one fundamental error.

Master Fundamentals. Were we dealing with the problems of the commercial shop we should find these fundamentals so numerous and so greatly varied as to make our task of considering them a most serious one. In the school shop, however, these fundamentals that need to be considered are not numerous, and an earnest teacher, willing to do the right, ought soon to master them and gain satisfactory results. The chief difficulty is that habits have been formed that are in the way of success, and in some cases when one discovers that to succeed certain fixed habits must be changed the price is considered too high, and the old habit with the indifferent result is retained. In other cases some theory, long held sacred, is found to conflict, and rather than give up a theory we accept the consequent resulting inferior work.

Depends on Previous Work. There can be little hope of helping any who are not freely willing to lay aside all previous notions that conflict with proper methods. These statements are made preparatory to stating a fact usually overlooked by shop teachers. It is this: Success in finishing DEPENDS PRIMARILY UPON THE FUNDAMENTAL HABITS OF WORK THAT HAVE BEEN DEVELOPED BY THE PUPILS BEFORE THEY ATTEMPT ANY SORT OF FINISHING. Unless this previous training has been correctly given there is no rule or method possible by which well-finished surfaces can be obtained. If this previous training has been accomplished, then the pupil in the fifth or sixth grade will use white shellac successfully as has often been demonstrated. In fact, wherever Mechanical Science is taught according to the author's methods, pupils will be found in their first year of shopwork getting results that are thought by old-line teachers to be utterly impossible for pupils of such grades. It is therefore very essential for us to realize from the very first that unless our pupils have been properly prepared to do this class of finishing we will not get such results as the use of this book is expected to give.

Preparation Necessary. Let us therefore consider briefly the preparation necessary for this work. First: The pupil should have learned to examine a surface or edge definitely and systematically. This should have resulted from his study of planing. Second: He should have learned to go over his work systematically and thought- fully. By the time he is ready to use shellac he should have formed the habit of knowing exactly what his hands are accomplishing, not in a general way, but definitely as to each movement. All rapid, thoughtless movements, so noticeable at first, should have ceased and the boy, tho in the fifth or sixth grade, should move slowly and thoughtfully yet accomplish much. Those not familiar with the Mechanical Science work should study carefully the text on woodwork for vise in the grades and also the teacher's handbook.

True Surface. With the pupil properly pre- pared to take up the study of finishing there should be a true and smooth surface on which to apply the finish. No matter what grade is truing a surface it should be true as understood by a mechanic, and smooth, before attempt is made to finish it. There is absolutely no excuse for permitting pupils to attempt to finish work that has not been properly trued and smoothed.

Suitable Piece. There is also the further requirement that the piece to be finished should be of suitable shape for the study of finishing. If the pupil is to learn something, the conditions for learning should be suitable. To attempt to teach finishing on any piece that may come to hand is rank nonsense. It is therefore a matter of great importance that the problems of the shop should be selected with due consideration of finishing as well as of woodworking.

What to Avoid. One of the difficulties met by most school shop teachers is that of keeping away from those finishing materials that are advertised as being so simple and easy to use as to avoid any possibility of improper use. We are told that if we will use such and such stains and coatings that we will get the very best results every time as they are of such a nature as to give proper results in the hands of any pupil. Some dealers go so far as to call their stains 'Tool- Proof." The use of one coat stains with wax finish is also entirely out of place for most of the school work. The use of pigment stains and wax should not be tolerated in any part of the school work. As teachers, wishing to do our pupils some good, we should look upon all such preparations and the firms who recommend them in the same manner as we should an arithmetic and the firm offering it with the guarantee that any fool could surely work any problem in it.

Shellac Suitable. The one essential of every stain or finishing material of any kind for school use is that it will not give proper results unless used in the proper manner. Any tool or material that will permit of careless or thoughtless use should be eliminated from the school shop. The finishing, when properly carried on by the use of suitable materials, becomes one of the most valuable parts of the school work. This is why shellac has no equal as a finish for woodwork in the fifth and sixth grades. That it can be used successfully has been so thoroly demonstrated as to leave no doubt of its successful use by every teacher who employs proper methods.

Like Using a Key. To use "Fool-Proof" finishing materials is simply to admit that one does not know how to teach finishing and is willing to resort to such a subterfuge in order to make a showing of work rather than to teach the pupils. Any teacher who resorts to the use of such materials or methods should be classed with teachers who permit their pupils to work problems by the use of a key and then exhibit the problems as showing the pupils' knowledge of the subject.