The Sloyd System of Wood Working: With a Brief Description of the Eva Rodhe Model Series and an Historical Sketch of the Growth of the Manual Training Idea |
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Page 100
... with knife and chisel . LXVI . Gluing with use of clamps . Sawing with key- hole saw . ( smoothing plane ) . LV . Planing with round or compass plane . ing . LXIX . Slotting ( mortising with saw and chisel ) . 100 NÄÄS MODEL SERIES.
... with knife and chisel . LXVI . Gluing with use of clamps . Sawing with key- hole saw . ( smoothing plane ) . LV . Planing with round or compass plane . ing . LXIX . Slotting ( mortising with saw and chisel ) . 100 NÄÄS MODEL SERIES.
Page 101
... Mortising ( com- thick wood . LXXXI . Half - concealed edge - grooving . LXXXII . Hollowing with plane . mon and oblique ) . LXXXIII . Fixing bottom of bucket . LXXIII . Halving with saw LXXXIV . Hooping . LXXIV . Rabbeting . and chisel ...
... Mortising ( com- thick wood . LXXXI . Half - concealed edge - grooving . LXXXII . Hollowing with plane . mon and oblique ) . LXXXIII . Fixing bottom of bucket . LXXIII . Halving with saw LXXXIV . Hooping . LXXIV . Rabbeting . and chisel ...
Page 178
... mortise and tenon joint . Glue the two side pieces of each handle in position in the box , then glue the cross pieces fast , and finish the corners with knife and file . 3. Measure the length of the bottom piece . Saw off at right ...
... mortise and tenon joint . Glue the two side pieces of each handle in position in the box , then glue the cross pieces fast , and finish the corners with knife and file . 3. Measure the length of the bottom piece . Saw off at right ...
Page 187
... mortise and tenon with relish in the stiles and rails , with try - square and gauge . Make same as in Model No. XLII . with firmer - chisel , tenon saw , and small chisel . 13. Fit the stiles and rails together with chisel . Smooth the ...
... mortise and tenon with relish in the stiles and rails , with try - square and gauge . Make same as in Model No. XLII . with firmer - chisel , tenon saw , and small chisel . 13. Fit the stiles and rails together with chisel . Smooth the ...
Page 188
... mortising , fixing hnges , fixing lock , scraping . Model No. L. Table of W. W. -30 Height , 30 in . , or 76.5 cm . ww 1 inch 7 -916- с 13 % 91 a பய 1 ст . --37 % . -248- b Breadth , 138 in . , or 34 cm . 1. Saw out the several parts ...
... mortising , fixing hnges , fixing lock , scraping . Model No. L. Table of W. W. -30 Height , 30 in . , or 76.5 cm . ww 1 inch 7 -916- с 13 % 91 a பய 1 ст . --37 % . -248- b Breadth , 138 in . , or 34 cm . 1. Saw out the several parts ...
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Common terms and phrases
angles with jack angles with tenon angles with try-plane bevel cut boring with center-bit breadth and thickness child concave cut convex cut convex sawing cross cut dovetailing Draw outline edge at right edge planing Exercises.-Sawing face and edge face planing file and scraper Finish frame compass saw Gauge breadth Gauge the thickness Gauge thickness Geometrical Construction Glue gluing hand ax inch 1 cm instruction jack and try-plane length and saw long cut long sawing manual training marking gauge Measure the length meter measure model with scraper modeling with plane mortise Nääs oblique chiseling oblique planing oblique sawing obstacle planing Outline diagram perpendicular chiseling piece of wood Plane face position previous exercises pupils right angles rip saw sides Sloyd Smooth entire model Smooth the ends Smooth with file smoothing with spokeshave smoothing-plane suitable piece Sweden taught teacher teaching tenon saw thickness and plane try-square and compass V-tool
Popular passages
Page 219 - This textbook may be borrowed for two weeks, with the privilege of renewing it once. A fine of five cents a day is incurred by failure to return a book on the date when it is due. The Education Library is open from 9 to 5 daily except Saturday when it closes at 12.30.
Page 38 - The mottoes have been, — from the easy to the difficult, from the simple to the complex, from the known to the unknomi.
Page 13 - ... source of national prosperity, ought in a democratic republic to be not only rehabilitated but brought into honor. "In addition, the legislator has prescribed that this instruction shall commence with primary school. recognizing that the love of work can only come through the habit of working, and that, reciprocally, the habit of work can only come by implanting the love for it.
Page 10 - ... reciprocal parts, drawing and constructive work. The object of the training is to add to the pupil's power of expression by verbal description, the powers of expression by delineation and by construction. Either of the latter powers is simpler and easier than the use of abstract language. It is more natural to be able to draw a sphere, or to make one out of clay or wood, than to comprehend the geometrical definition of a sphere.
Page 11 - ... not yet been accurately measured off; it probably extends from the first year to the end of adolescence, but there can be no doubt that its most active epoch is from the fourth to the fifteenth year, after which these centres become comparatively fixed or stubborn.
Page 66 - I endeavored to see things as they are and not as one would like them to be...
Page 14 - In 1868 the School council considered it indispensable, in order to secure the systematical teaching of elementary practical work, as well as for the more convenient supervision of the pupils while practically employed, to separate entirely the...
Page 23 - Sloyd has for its aims, as a means of formal instruction : to instill a love for work in general ; to create a respect for rough, honest bodily labor ; to develop self-reliance and independence ; to train to habits of order, exactness, cleanliness, and neatness ; to teach habits of attention, industry and perseverance ; to promote the development of the physical powers ; to train the eye to the sense of form, and to cultivate the dexterity of the hand.
Page 19 - We teach them the United States Constitution and some of the Acts of Congress, not because we expect them all to become congressmen. But we do expect that our boys will, at least, have something to do with bankers, and architects, and artists, and engineers, and artisans ; and we do expect all to become good citizens. Our great object is educational ; other objects are secondary.