Time: 2 1/2 hours per week.

GROUP I. Squaring up Mill-planed Stock. (No definite dimensions but to be square and as large as the stock will allow.) Time: 1 week.

GROUP II. Squaring up Mill-planed Stock. (Definite dimensions.)

Time: 3 weeks.

GROUP III. Squaring up Rough Stock. Time: 4 weeks.

GROUP IV. Working Curves. Time: 3 weeks.

GROUP V. Fastening with Nails and Screws. Duplicate Parts. Time: 6 weeks.

GROUP VI. Appreciation in Design. Structural, Decorative. Time: Remainder of school year. ,

Grade VIII

Time: 2 1/2 hours per week.

GROUP VII. Groove Joints. Woodfinishing. Time: 12 weeks.

GROUP VIII. Cross-lap Joint. Time: 12 weeks.

HIGH SCHOOL.

(GROUP IX.) Joinery. Board and Framed Structures. (Accom-panied by Mechanical Drawing 3/4 hour per day.)

(Time: 1 1/2 hours per day.) (18 weeks.)

(Benchwork in Metal 18 weeks.) (Accompanied by Freehand Drawing and Design 3/4 hour per week.)

GROUP X. Cabinet-Making. Paneled Structures. (Optional and on a par with other advanced courses in shopwork.) (36 weeks.)

Note—Freshmen boys will be divided into two divisions. The first will take Joinery the first semester, and second division will take Metal-work. The second semester these divisions will exchange shops.

Discussion of Woodwork Course. Column one describes the condition of the stock when given the pupil. Column two names the new principles involved in the construction of the articles.

In Group I. stock mill-planed upon two surfaces to the thickness wanted is given the pupil and he is required to square it up. No definite dimensions are demanded but the class is given to understand that the best workman is he who can square up his piece with the fewest shavings removed. The gage is not used on this piece. The uniformity of width is determined by the sliding try-square test. The broad surfaces are not worked by the pupil at all in making this piece. In the first place, the use to which the piece is to be put demands no fine surface treatment. In the second place, experience shows that it is advisable to make this first piece as simple as possible and pupils, at least grammar school pupils, learn to handle the plane better on edge planing than on surface planing.

An examination of the headings of the groups suggested for seventh grade, and the directions given in connection with the problems will show that each of these groups introduces a new method of squaring up stock. For illustration, Group I is typical, as to the surface treatment, of the method used by carpenters and others in preparing outside finishing material such as cornice and window and door casings, corner boards, etc. Here mill-marks are not considered objectionable so that neither broad surface is worked. Group II is typical, as to the surface treatment, of the method of preparing interior wood trim. One surface is planed smooth, and straight as to its width, but no effort is made to take out the wind, nor is the back surface treated at all. Again, certain kinds of shelving and box construction require that both broad surfaces be smoothed of their machine or mill-marks but do not require either surface to be true, depending upon the manner of fastening the parts together to take out any unevenness. Group V typifies this method of treatment. Of course, if the stock is badly curled or cupped no attempt is made to use it for the thickness for which it was originally intended, tho it is possible to "nail out" pretty badly warped boards on certain kinds of carpentry work. In furniture making this is hardly ever possible or advisable. A sleeve pressing board does not require a face edge or square ends, etc., Group IV. Group III typifies the standard treatment of which these others are modifications.

In the third column tools necessary for performing the process are named. In elementary woodwork the block-plane and smooth-plane may be omitted, the jack-plane doing the work just as well.

In the Lesson Outlines, section numbers of a text on woodworking to which the student is referred are given. The text to which the numbers refer is "Essentials of Woodworking"', revised edition, 1913. The necessity for a text to accompany but not to take the place of the demonstration is well appreciated by most teachers of manual training. With a text in the hands of each pupil a lesson may be assigned and the pupil required to familiarize himself with the text and the illustrations relating to the subject matter. The use of a text removes most effectually the necessity for a constant repetition of oral instruction. With a text there is never any excuse for the pupil bothering the instructor with the otherwise semi-valid excuse of "I forgot" or "I was absent when the demonstration was given", etc., etc.

In Groups VIII and IX will be found exercise pieces. One of the advantages claimed for the group system is that it permits class instruction at stated intervals, thus reducing individual instruction to a minimum. For illustration, a class beginning Group II would continue to work upon the problems of that group until all but the few acknowledged failures had completed the work required in that group. After this the class is to be instructed in the new things of Group III. This plan to continue thruout the whole course.

The work of the groups will of necessity overlap each other. For, as soon as a pupil finishes one problem in a group, he begins another problem in the same group, unless he is the slowest in the class. When the class is ready to begin a new group we are confronted with the question of whether to give the instruction belonging to the new group and allow the boys to proceed with the unfinished work of the old group, or to start them on problems of the new group. To proceed with the old is objectionable in that the worker forgets his new instruction before he has opportunity to apply it. To start new work before finishing the old is bad in that the pupil will have lost interest in the old when asked to complete it after finishing the new work. Not to complete the old at all would be a practice too vicious to be tolerated for a moment.

In the seventh grade this overlapping is not a serious problem, for the objects being small and quickly finished allow all to finish the old group before the instruction of the new has faded. In the eighth grade and high school, however, where the objects are larger, this objection is a serious one.

As stated before, the aim of the group arrangement is to permit class instruction at the beginning of each group. To make this effective the practice and application must follow within a reasonably short time. Here the "exercise" offers aid.