Part 1 (1/2)

Construction Work for Rural and Eleinia McGaw

PREFACE

In offering this volume to the public the author has but one wish--namely, that it may supply a want in time of need and help some one over a difficult place

Most of the subject-matter in Parts One, Two, Three, and Four ritten for and has been previously published in the _Atlantic Educational Journal_, with a view to assisting the rural teacher The present voluether with a short account of one season's work in a school garden, and has the sa the rural teacher by estions

The work is divided into five parts--”Cord Construction,” ”Paper Construction,” ”Wood Construction,” ”Basketry,” and ”The School Garden” No subject is dealt with at length The aiive simple models that may be made without elaborate preparation or specialthat a child is most likely to appreciate his tools when he realizes their value or knows their history, a brief introduction to each part is given, and wherever possible, the place of the occupation in race history is dealt with, and an account of the culture and habitat of the iven

As clear a statement as is possible is made of how theand a picture are given

VIRGINIA McGAW

BALTIMORE, MARYLAND, April, 1909

ACKNOWLEDGMENTS

To the _Atlantic Educational Journal_ for the privilege of revising and relinquishi+ng the articles on Cord, Paper, Wood, and Basketry

To Mr George M Gaither, Supervisor of Manual Training in the Public Schools of Baltimore, for five of the ork patterns

To President Richard W Silvester, of the Maryland Agricultural College, for the inspiration to write the _Garden Bulletin_, his consent to its republication, and his hearty cooperation in its revision

PART I

CORD CONSTRUCTION

INTRODUCTORY REMARKS

To a child one of the most attractive of possessions is a piece of cord He has so many uses for it that it becomes part of the prized contents of his pocket Since this coreatly ht how to ht froe, he will unconsciously e sos he can s, nets, s for the dollhouse He uided step by step froht that only when a thing is well done has it any use or value, therefore the best effort is necessary to the success of his work If he ties a knot, itor a has pleasing or it will lack beauty, and even he, himself, will not care for it Should heas well as useful; hence the aim should be for artistic combination and perfect execution The success the child will reatly upon the attitude of the teacher toward the work and the amount of spirit she may be able to infuse into it

KNOTS

_Aim_--To teach the names of different knots, how they are tied, and the utilitarian value of each

Begin by teaching how to tie a knot, and that all knots are not alike nor tied in the same way There are three kinds of knots--the overhand knot, the square knot and the ”Granny” knot Each of these has its use, its place, and a utilitarian value