Part 1 (1/2)

Advanced Toy Making for Schools

by David M Mitchell

PREFACE

Toys are today regarded as educational factors in the life of boys and girls New toys corowth andinterest on the part of the pupils in toys and because of the unli, this work is rightfully taking an increasingly irarowth of toy-h-school pupils The author claiinality for soinated or improved upon in the author's classes

While it is entirely satisfactory to have any of the toys mentioned in this book made as individual projects, they are here offered as suitable group projects or production projects, and it is hoped that the suggested foranization for production work as treated in Part I is flexible enough so that the plan can be applied to s of toys in Part II will suggest a variety of articles whichout the production work

Of course, the success of organizing and conducting classes for this kind of work depends largely upon the instructor He et done Hewith both the members of the class and the material as will contribute directly towards the desired end

Toycarried on by the so-called productive plan, if handled properly, will bring out anization typical of the coether with its educational possibilities and its power to attract the attention of those engaged in this activity, toy side other important subjects offered in a complete industrial arts course

The author wishes to acknowledge his indebtedness to Willia, Cleveland Public Schools, for valuable suggestions and inspiration; to Joseph A Shelley, Jersey City, N J, for suggestions on finishi+ng kiddie car wheels; to the Eclipse Air Brush Coraphs of air brush equip Machinery Co, for the use of the illustrations showing the operation of the turning lathe, universal saw, and other orking machines

D M MITChell

Cleveland, Ohio, 1921

SUGGESTIONS TO TEACHERS

Where the work is to be done on the so-called productive basis, it is of ut, the classes should be so organized as to allow the work to be carried on in the anization suggested in this book is recommended However, the instructor ood practical shop experience, eood and possibly even better for his particular class and the conditions under which he has to work

It is also of great importance that the instructor should acquaint hi of each toy before allowing the class to begin it Thisof a sa its different parts and arranging the operations in a logical sequence

This phase of the workclass discussions and des and fixtures needed for progressive productiontoys have been suggested with the hope that the student will gain a realization of the i, from both the artistic and the practical point of view The application of paint by means of co of toys, and an equip the principles of co of toys, is a step forward indrawings in this book should serve as suggestions They have been so constructed as to be free from unnecessary technicalities, and to leave as much opportunity as possible for the exercise and develop offers itself readily to the desired co-operation and correlation with other departments in the school For instance, the art depart and color scheeneralof necessarydeparts; the ure the costs of production, etc, etc

It is hoped that the purpose of this book is not s for the construction of toys, but to give the work the broadest possible application; creating a constructive influence on the minds of the students, in which case it will also act as ainto closer relationshi+p their life outside of school with the work in school

[Illustration: TOY MAKING ON A PRODUCTIVE BASIS EMPLOYING FACTORY METHODS]