the making of a sample of the contemplated project, carefully analyzing its different parts and arranging the operations in a logical sequence. This phase of the work may be done during class discussions and demonstrations at which time the different jigs and fixtures needed for progressive production may also be developed.

The different methods of coloring toys have been suggested with the hope that the student will gain a realization of the importance of finishing, from both the artistic and the practical point of view. The application of paint by means of compressed air is the latest development in the coloring of toys, and an equipment in the school shop illustrating the principles of compressed air as applied to productive finishing of toys, is a step forward in making school shops function as they should.

The working drawings in this book should serve as suggestions. They have been so constructed as to be free from unnecessary technicalities, and to leave as much opportunity as possible for the exercise and development of the student's judgment.

It will be found that toy making offers itself readily to the desired co-operation and correlation with other departments in the school. For instance, the art department may aid with the designing and color scheme to be used on toys; the general metal shop may help in the making of necessary metal parts: the mechanical drawing department can co-operate in the making of working drawings; the mathematics department can figure the costs of production, etc., etc.

It is hoped that the purpose of this book is not merely to set forth a few plans and drawings for the construction of toys, but to give the work the broadest possible application; creating a constructive influence on the minds of the students, in which case it will also act as a means of bringing into closer relationship their life outside of school with the work in school.

Toy Making on a Productive Basis Employing Factory Methods

PART I

Operations in Toy Making

CHAPTER I

Productive Work

1. Suggested Plan for Shop Organization.—While it is entirely satisfactory to have any of the toys mentioned in this book made as individual projects, they are here offered as suitable group projects or production projects. Production work may be defined as work done by a class to turn out a number of similar projects that have a marketable value, with the aid of jigs, fixtures, and other means of duplication, illustrating the industrial or practical application to the tasks in hand, Figs. 1, 2, and 3. This does not mean, however, that the school shops be transformed into a factory in the full sense of the word. It should differ from a factory in that the education of the student is the major part of the product, while in the factory production is the foremost aim.

In doing work by the productive plan two important problems will present themselves at the outset; first, the time element; and second, industrial or practical application to the tasks in hand.

A brief explanation of the plan of organization in one of the author's classes will attempt to show how nearly these problems can be solved.

Fig. 1. Material for toys, prepared on a large scale

2. Grouping of Students.—Classes are divided into groups of between four and six boys, with a boy foreman appointed at the head of each group. The foreman is held responsible for the work turned out by his boys. He is to see that they understand just what is to be done and how it is to be done. All the group foremen are directly responsible to the general foreman who in turn is responsible to the instructor. The general foreman is to act as an inspector of finished work after it has received the group foreman's O.K. He is also held responsible for the condition of the shop during his class hour. This includes looking after all material, the manner in which stock is put away after class, and adherence to all shop rules that have been adopted to help in the efficiency of shop procedure.

Fig. 2. A large order of toys partly constructed

3. The Time Clerk and Tool-Room Clerk.—A "Time Clerk" is appointed to take charge of the time cards. He is also held responsible for all the clerical work that is to be done in the shop.

A Tool-Room Clerk is appointed to take charge of the shop tool room. He is to keep check of all tools given out and taken in. His spare time should be devoted to the care of tools.

If possible, each boy in the class should be given an opportunity to act in each capacity that has been created, so that he may get the most varied experience in shop procedure. This will necessitate the changing of boys from one group to another; the changing of foremen, clerks, etc., at intervals which will of course be governed by the size of the class and the number of hours devoted to the work.

Fig. 3. Milk wagons completed by the production method

Fig. 4. The time-card rack.

4. Recording Attendance.—Boys, upon entering the shop, register their presence at the Time-Card Rack, Fig. 4. This is done by turning the time card shown in Fig. 5, so that the back side, which has the word present printed at top, is exposed. The time clerk then inspects the cards and notes those that have not been turned, and records the absences. He then fills in the date and passes the cards out to the boys in the shop. Toward the latter part of the period, a few minutes time is given the boys to fill in the necessary data on the time card.

The time cards are then collected by the time clerk and put into a box where the time cards of all the classes are kept. In the meantime the time clerk puts back into the time rack the cards of the incoming class. This duty is performed by the time clerks of all the classes, thereby necessitating the use of only one time card rack.

5. Time Cards.—Referring to the time card mentioned in Fig. 5 it will be seen that the workman's shop number is filled in at the top. Then under the heading of "Woodworking Department" are two horizontal rows of items which need very little explanation. Following are three columns