Problems in Carpentry

Carpentry is now being introduced into the more progressive schools, and, when properly presented, fulfills one of the chief aims of vocational teaching. A course in carpentry such as is here outlined not only gives the student an insight into the building trades, but develops thought, observation, and the necessary practical training of the hand.

The great difficulty in teaching carpentry has been the lack of a method that would give the student actual carpentry work to do. Various systems have been tried, all of which are open to serious objections.

Constructing miniature buildings of lumber which has been sawed to scale is one method that has been employed, but this has not been found entirely satisfactory, because the students consume a great deal of lumber by repeating certain operations and learn nothing new by the repetition; neither do they get. the practice of working lumber full scale, as in the trade.

Another method used in some schools is that of having a class of manual training students build a house, barn, woodshed, or other building for someone near the school who wants such a building constructed. This is a good way if persons can be found who want their building done by those who have not learned the trade. In most instances, however, he who wishes a building constructed would rather have experienced carpenters do that work, even though it costs a little more, than to risk having it poorly done by beginners. This method has the further objection that the class work must be done in the spring or autumn when the weather conditions are favorable for outside work.

The course in carpentry as outlined in this book has been found to overcome successfully the above mentioned difficulties. The problems are those that are met with in actual carpentry, the lumber used is full scale, and the work may be done in the manual training shop at any time of the year. The aim is to afford a complete and practical course of instruction, covering not only tools and tool operations, materials, and joinery, but also practice in framing, roofing, lathing, plastering, inside and outside finishing, painting, plaster finishing, and floor finishing. Both the ability to do and the ability to judge correct carpentry are developed.

As may be observed from the illustrations, each problem is complete in itself and gives practice in all of the work involved in the part of a house represented by that problem. If a more extensive project were attempted, unnecessary lumber and space would be consumed, and nothing new learned.

On the other hand, a smaller project would not make a complete, typical problem. Each project, like the problems in furniture making, is small enough to be built and handled by the students in the manual training shop. Each may be taken to a convenient place for plastering and painting.

It has been found that by means of the bill of material, plates, and halftones accompanying each problem, even eighth grade pupils are able to go forward with the work in a manner best designed to develop the desired thought and observation and the ability to assimilate readily new knowledge as both the theory and the practice of each step are worked out. Without further suggestions than those given, too, the instructor is able to direct the class work to the best advantage; and the flexibility of the course permits the fullest adaptability to local needs and conditions.

Before taking up the problems, it has been found advisable to have the student become familiar with the carpentry tool operations; and some preliminary work in making a few of the joints used in practical carpentry, as represented in Plate I, is also recommended.

The method of building certain parts of the projects herein represented may vary somewhat in different localities. The kind of lumber used for building purposes varies in different parts of the country, and, in ordering lumber, one may safely order what is being used by the better local builders. On page 16 are listed the kinds of lumber for given purposes in common use in the Central West.

Plastering, wood finishing, and painting are not carpentry work, but are very closely allied to it, and the work offered by the problems furnishes a good opportunity for students to get an insight into those trades.

In agricultural schools, particularly, it would be well to make comparisons of various features of the projects with corresponding parts of barns and other outbuildings. It will be found that the building problems in house construction embrace those met within barns, which are in most cases much simpler. Students completing the house problems will therefore have no difficulty in comprehending the construction features of barns and sheds.

A very satisfactory way of conducting the class-room work is to assign one project to a group of three or four students. One member of each group may then be appointed foreman of that group.

The foreman should get his directions from the instructor in charge, and, in turn, impart the same to his fellow workmen on his project. The instructor should observe, however, that the directions are conveyed accurately. The foreman should be made to feel the responsibility of having the work done accurately. Each student should be given an opportunity to act in this capacity. Each will then experience valuable practice in taking, retaining, and giving directions.

It is a good plan to have the classes make tours of observation and inspection of buildings that are being constructed in the locality while the school projects are in the process of construction.