BY the time this section is reached students should be pretty thoroughly familiar with the more common elementary tool processes and should have but little difficulty in interpreting the working drawings. The use of the ruler, try-square and marking gauge in simple laying out work should be undertaken with considerable confidence.

The projects of this section will be found somewhat more difficult than those of the preceding sections, not so much in the matter of the introduction of difficult joints as in awakening and testing the judgment of the student in problems of assembling. No effort is made to give specific directions step by step for the assembling even of some of the more complicated projects, such as the water wheel and dishcloth rack. The matter of "getting together" the parts of a piece of work after all are correctly made presents the greatest possible opportunity for the exercise of the initiative of the student. The latitude which is left in this portion of the specifications is for the purpose of encouraging constructive thought.

The introduction of some hardwood projects will make a test of the students' ability along the line of certain tool processes which they may have performed with ease on soft wood. The fact that hard wood offers greater difficulties must not be made an excuse for less perfect work.

The simple miter joint is introduced in connection with the miter box lesson. Considerable emphasis must be laid upon this principle, for it has almost unlimited application in future work. Students should learn to lay out and cut this joint without the use of a box; when a knowledge of how to obtain the angle has been acquired, the assistance of the box may be employed in practical work.

By the time students have reached this stage in their work they should be taking considerable interest in finding home applications for the principles mastered at school; self-reliance will be greatly improved by the efforts on practical problems which are not under the constant dictation and supervision of the teacher.

An appreciation of the value of the drawing work must be instilled; whether the subject is given at a regular period or is studied incidentally with the shop work, it must have very careful and constant consideration.