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Preface
Introduction

01. Tools
02. Saws
03. Planes
04. Boring Tools
05. Chisels + Chiseling
06. Form Work
07. Scraping + Sandpapering
08. Type Forms
09. Cabinet Work
10. Wood
11. Lumbering + Milling
12. Common Woods
13. Wood Finishing

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Preface

An experience, somewhat extended, in teaching aca­demic branches of learning as well as woodworking, has convinced the author that the most effective teaching of woodworking can be accomplished only when its content is made a subject of as diligent study as is that of the other and older branches. Such a study  necessitates the use, by the student, of a textbook.

The selection of a suitable text is made difficult be­cause of the fact that tool processes are usually treated in connection either with models or exercises. It is hardly to be expected that any one set of models or of exercises, tho they may be of very great value, will fill the needs of varying local school conditions. The production of a text­book which shall deal with tool processes in a general way without reference to any particular set of models or exercises is the author's aim. It is believed that such a text will prove suitable wherever the essentials of wood­working shall be taught, whether in grammar, high school or college, and whatever the system of instruction.

A few words as to the manner of using the text seem advisable. It is not expected that the book will be stud­ied chapter by chapter, consecutively, as are the elemen­tary texts in mathematics or science. Rather, it is to be studied topically. To illustrate: A class is to make a mod­el, project, exercise, or whatever we may choose to call it, which will require a knowledge of certain tools and the manner of using them. At a period previous to their in­tended use the numbers of the sections of the text relating to these tools and their uses, or the page numbers, should be given the student. Previous to the period in which these tools are to be used he should be required to study the sections so marked. The recitation upon the assigned text should take place at the beginning of the period fol­lowing that of the assignment, and may be conducted in a manner quite similar to that of academic branches.

The "demonstration" may be given at the time the as­signment i« made or it may be given in connection with the recitation or at its close. If as thoro a knowledge of the matter studied is in­sisted upon in the recitation as is insisted upon in the academic classroom, there need be but little excuse for ignorance on the part of the pupil when he begins his work or at any subsequent time.

Acknowledgment is due the Department of Forestry, Washington, D. C, for the use of material contained in the chapter on Woods and for the prints from which many of the half-tones relating to forestry were produced.

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