IN this section will be found an introduction to elementary tool processes and the simpler hand tools. The laying out tools, such as the ruler, try-square and marking gauge are introduced. The plane, hammer, saw, coping saw, brace and bit, screwdriver, wood file and sandpaper are brought in with easy applications of their use.

The projects of this section are all soft wood models and should thus give the student but little difficulty in executing tool processes. While not all of the projects are identical in processes set forth, yet they are so planned and presented as to deal with such principles as the student should master early in his work.

It is strongly advised that each student be required to make his own working drawings after making a careful study of those given and of the suggestions for optional design.

The assembling work throughout this section will be found very simple, consisting of no mortise and tenon or other difficult joints. The staining and polishing is largely optional, but can be very satisfactorily done by referring to the references in the supplement, where detailed instructions are given for this work.

The home research work following this section is not limited to the interest aroused by these projects, but is based on a broader view, which may be derived from the references. As many as possible of these should be given careful study and some discussion in class.

Before a student is ready to leave this section he should be able to read and interpret simple working drawings. He should be able to make accurate measurements with the ruler, to use the try-square in scoring and in testing edges, to regulate and adjust his plane and to plane a straight edge. He should have but little difficulty with the marking gauge and should have had sufficient experience with the ripsaw and cross-cutting saw to be able to use them without developing incorrect habits. He should have acquired sufficient judgment to be able to use a hammer, boring tools and screwdriver in simple assembling work.

If the student has acquired a high ideal of excellence in this first section, and understands that each process must be executed to the very best of his ability before undertaking another one, the particular processes covered by the section need not be a matter of deep concern.