Problems in elementary woodworking

In view of the lack of satisfactory textbooks that give a course of problems covering the use of tools, tool processes, and general principles that govern the design of a course in woodworking, frequent requests from former students have come to the author to put in concrete form a course of problems embodying the principles given to the students in his method classes. This book is the result and the reply to such a request.

This course is not perfect by any means, nor is it intended to be the last word on the subject. However, considerable care has been taken in the design and arrangement of the problems. Old standard, proven problems have been re-designed to fit the groups in which they have been placed. A number of new problems have been included which ought to give new life to the work. Some deviations and additions have been made which will add to the flexibility of the course without sacrificing fundamental principles.

It  is hoped that the use of grouped problems, permitting selection from a large variety of designs involving the same tools and processes, the pictures of the models preceding the group of drawings, the outline of tools and processes under the respective groups, and the arrangement for individual designs will help to bring about an increa.sed interest on the part of the pupil. This plan will satisfy pupils who have different tendencies and interests, increase the knowledge and control of fundamental tools and processes, without which an attempt at advanced processes will  prove a failure, and it will result in greater efficiency in class instruction.

I. Selection. The problems that require the same tools and processes are grouped. This permits selection by the pupil (under the supervision of the teacher, which selection furnishes motive as an incentive) without the sacrifice of class instruction. Class instruction can be successful only in so far as the pupils can be kept near the same level of progress and attainment. By having the problems grouped the instructor can suggest the selection of a more difficult problem to the more adept pupil while the slow pupil should be urged to select an easier problem in the group.

A number of models having the same utility are designed to fit several groups and are so placed. To illustrate: In one group there will be found the foot stool and taboret. The pupil desires to make both, and yet has time to make only one piece in that group. Since the taboret, differing in design, may be found in a later group, the pupil selects the foot stool first.

In this manner selection from among standard models is made possible.

It is suggested that at the beginning of the course the pupils be required to look over the problems listed and make a tentative selection of those that he prefers to make, selecting one as a first choice and another as second choice from each group. This gives the pupil a bird's-eye view of what he is expected to do in order to complete the course. It should be made clear that the construction of the models he has selected will depend upon his ability to keep up with the class.

To facilitate this .selection for beginning pupils, pictures of the models (the di-a wings of which follow) are shown preceding Groups I, II, III, and IV of Part I and Group I of Part II. The pictures thus grouped make it easier to make a selection. It helps the boy to visualize the piece he expects to make and the better to understand the working drawing.


By permitting choice, having tools and processes grouped, the pupil not only learns the processes, but by observation, by contact, learns how the same principles and processes are applied in different ways and in pieces of different utility. This gives him a breadth of knowledge not obtained where either slight or no selection is permitted.

Again where a pupil is far beyond the rest of the class in the completion of his model in that group he may be permitted to make another piece in the same group. This gives him a different application of the processes involved and emphasizes the processes already given in his previous piece. His time is not wasted his interest is maintained and yet he is kept in line of progress with the class as a whole.

II. Design. The problems listed are suggestive. Initiative in design should be encouraged. Whenever the pupil wishes to make a model, the construction of which fulfills the conditions and requisites of the group, other things being equal, he should be permitted to do so. For this purpose cross-sectioned sheets are placed following the working drawings of each group. The pupil should first furnish a pencil sketch (freehand mechanical drawing) with all dimensions satisfactory to the instructor. This should be carefully drawn in pencil on a cross-sectioned sheet, under the proper group, using a scale of one division, or two divisions, etc., to the inch, depending upon the size of the piece to be drawn. This should be checked by the instructor before actual work is begun.

III. Notes. This book is primarily a course of problems logically graded. By experience and observation the author has found that each teacher trains his pupils by methods with which he is most familiar. Each teacher has some "pet" methods of construction or presentation, etc. For this reason, to permit the insertion of notes given to the pupil in class a suitable note book should be prepared, permitting related material and information to be kept with each respective group.

IV. Reading Working Drawings. The teaching to read working drawings should be a part of every course in manual training. In teaching the usual subjects, the aim is to go from the easy to the difficult. So, in presenting working drawings of the models, slightly more than half are shown with the grain of the wood represented as well as some shading. Such a drawing, of course, is not a practical working drawing, but it leads there. This has a two-fold advantage. First, the pupil learns by example the direction in which the grain of the wood should run when laying out his work. Second, he can the easier understand the working drawing. By eliminating some of the difficulties in the beginning, he readily learns to read drawings. Later these helps are omitted, bringing him into direct contact with standard, practical working drawings. His ability to read is thus brought about step by step.

V. Exercises. This textbook is divided into two parts. It will be noted that each part begins with the same exercises. The author has found that it pays to start a class with a simple exercise either inaugurating the fundamental tools and processes, or as a quick review of these fundamentals when a new year's work is begun. If, however, sufficient time is allotted to shop work so that Parts I and II can be completed in one year, then the exercise preceding Part II may be omitted.


Part II introduces joints other than butt joints. It will be noted that each of these groups is preceded by an exercise of the joint used in that group. This exercise should be made by each pupil before he begins work on his model. In other words, beginning with Part II the course consists of first an exercise, then its application in a model, - another exercise and its application, etc. By such a combination the drawbacks of the old Russian system are eliminated and yet the good points are retained. The pupil gets concentrated tool processes without loss of interest. Many pupils can make the exercise in one shop period.

VI. Size of Pieces. The models given under the groups are relatively small. The construction of small pieces cuts down the cost of time and materials. Small pieces eliminate much planing and thus permit more time for other tools and processes, and "finish" which is the weak part of many courses in manual training.

There are some processes, such as taking care of warping, fitting long pieces, use of jointer plane, framing square, etc. which can be taught only in a practical way by making large pieces. To make allowance for this, and as a special incentive to the pupil for good work and speed, the last part of each course (Group V in Parts I and II respectively) are devoted to the construction of a school project, or anything else the pupil is capable of making and which embodies any or all tools and processes that he has previously used.