4. Woodfinishing. The subject of woodfinishing is treated in a manner quite similar to that of woodworking. No pieces of woodwork that should have a finish are ever sent from the shop until they have been treated to a finish calculated to make them fit for immediate placing in their future surroundings.

While the general outline of the course in woodwork makes no mention of woodfinishing, the lesson outline indicates the gradual introduction of the subject, beginning with the simplest finishes first and terminating in high school in the rubbed copal varnishes.

In woodfinishing, as in woodworking, the aim has been to have the pupil treat the subject in a serious and workmanlike manner. In seventh grade little woodfinishing is done. The woodworking processes need the centering of the pupil's attention, in the first place. Second,

Fig. 4. CHART ILLUSTRATING WOOD STRUCTURE.

By T. B. Kidner, October, 1908 Manual Training Magazine the simple pieces which the beginner is able to make require no finish as a rule. In one group stain and wax is used. This is the group in which decorative design is emphasized. In the eighth grade the woodfinishing problem becomes important. Almost all of' the pieces require a finish.

Fig. 5. CHART ILLUSTRATING TIMBER DEFECTS.

By T. B. Kidner, October. 1808 Manual Training Magazine

The greatest obstacle to proper woodflnishing lies in the desire of the pupil to take his piece home as soon as the woodwork is completed. Unless a definite understanding is had with the class beforehand, proper woodflnishing is difficult to obtain. Most boys are subject to reason, so that it is not at all necessary to have woodflnishing slighted or to resort to makeshifts. The writer makes it a practice to take plenty of time

Fig. 6. CHART ILLUSTRATING PROPERTIES OF TREES.

By T. B Kidner. October, 1908 Manual Training Magazine when the subject of woodfinishing comes up for its first discussion to explain in detail the commercial methods of finishing fine furniture, a piano for illustration, counting the different operations and coatings it will receive and the labor and time expended upon the finish. A comparison is then made between a finely rubbed finish and the cheap, sticky, unrubbed finishes of cheap furniture.

Having established in the minds of the pupils the fact that wood-finishing is an art second to none and that it requires time to do it well, there is not that impatience that breeds sullen looks when the wood-finishing is to be begun after the woodwork has been completed. The pupil will take the woodfinishing as a matter of course and goes about it in a cheerful and manly spirit.

In grammar schools, woodfinishing has been made as simple as is consistent with good work. Coming as the boys do but once a week and each finishing application requiring over night for drying or hardening, the total time is quite long even with the simple finish of filler, shellac, and wax. If the pupil wishes a very dark finish, a stain which requires one or more periods must precede his filler.

In high school, pupils come every day thus permitting the application of rubbed varnish finishes, either shellac or copal, without unnecessary loss of time. Here special finishing rooms are necessary.