[Illustration: BOOKBINDING FOR BEGINNERS]
Among the various materials which lend themselves readily to a manual
training course with large classes are those of the bookbinders’
craft. They are inexpensive, easily handled, and require no tools or
equipment that cannot be used in an ordinary classroom. The operations
necessary in the use of these materials not only give excellent
training in manual dexterity, but present remarkable opportunities for
the practical application of studies in proportion, space division,
color, lettering and applied design. The craft itself is one that comes
in touch with everyday life and any skill acquired in the use of these
materials is of permanent value.
The lessons to be outlined in the following series presuppose some
instruction in paper-folding, cardboard construction, and simple
mechanical drawing. Though desirable, this is not essential. While in
some ways better suited to the middle grades of the elementary schools,
selection may be made from the lessons here outlined which will give
excellent training to the upper grades in those schools where the
curriculum does not include shop-work, cooking, or sewing.
To secure this flexibility of the course, each problem is outlined in
several ways, with varying degrees of difficulty. The selection should
depend upon the grade in which it is to be given. Some of the more
dexterous pupils may be able to work out a problem in several ways.
In each lesson outlined, there is a chance for the exercise of
individuality in the details of the model as to size, shape,
decoration, and color. Concerning choice of material, it seems wiser
that this should be exercised by the teacher or supervisor rather than
by the pupil.
The object of the course is educational, not industrial, therefore,
those methods which stimulate inventiveness, ability to plan simple
work, and dependence on one’s own initiative are most desirable.
The directions given under each problem have been so worded that they
call for the greatest amount of thought and initiative on the part of
the worker. The use of such instruction develops power to think, to
plan constructive work and to carry it to completion. At first, it may
be necessary for the teacher to elaborate some points especially in
connection with the working drawings or sketches, but after a little
training, each pupil should be able to lay out and cut all parts from
his own drawings; as the work progresses, he should depend less and
less upon the teacher’s assistance in making his plans.
High standards of work and correct processes should always be set
before the pupil, and these are best assured by the teacher becoming
thoroughly conversant not only with the general construction of an
article to be made, but with the best methods of securing neat and
accurate results. Eventually, the pupil’s mental attainments will show
in the tangible work of his hands.
Two hours each week for one school year may profitably be devoted to
this work. In the upper grades some of the easier problems should be
omitted, and more time devoted to actually bookbinding, introducing as
much variety as time and materials will allow.