In Group IX, which is the first year high school work, the pupil may be expected to give most of his attention to the principles of simple joinery of board and framed structures with the necessary joints. A full set of individual edged tools should give the instructor excuse for demanding a much higher degree, of technique than is to be found in the grades. The pupils will not be perfected in the use of the chisel, saw, and other tools but they should have acquired enough skill to enable them to proceed with the work of the mortise and tenon.

Exercise pieces in mortise-and-tenons, miter, modeling and glue joint belong here. It is possible to arrange the work so that the modeling and glue joint exercise pieces may be considered under Application. The modeling exercise may well be a hammer handle, the metal part of which is to be worked in the metal class the other half of the first year. The glue joint may well be made upon wood of sufficient size that it may be used later, such as the taboret top. The mortise-and-tenon and miter, however, will be most profitable as exercises pure and simple. A moment's thought will indicate the reason for making the distinction.

Many courses give modeling in the grades. Modeling to be of value requires judgment and experience. This a grade pupil has not. The first year high school is sufficiently early for this kind of work. To place it earlier is to give the pupil a wrong impression of the requirements of good modeling, and his later work, in pattern-making for example, suffers accordingly.

Two machines should be made use of in the first year high school work, the band-saw and scroll or jig-saw. Both, when properly safeguarded, are well suited to give the pupil his first acquaintance with machinery. There is little educational value in further excessive ripping by hand at this stage of the course.

The cabinet-making course is not to be considered as manual training per se. It is best to make it optional and more purely a trade course, tho the work may still be individual in its nature. An exercise in making a small door and one in the making of a drawer will introduce the student to the use of most of the machinery specified. These exercises should be detailed so as to involve stock of the same size for each boy. In this way the machines may be set and all the parts of similar kind run thru. Classes of considerable size may be taught with the use of the minimum of machinery. Each boy should, of course, be taught the setting of the various machines.

After these two exercises, with hinging and locking, the pupils may be allowed to work out pieces of their own choosing involving these elements, preparing their own stock, setting their machines, etc. In this way the "shop" practice, quantity or piece work, is obtained in the making of the exercises while the application later allows for the individuality of the pupil.