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ADVANCED TOY MAKING FOR SCHOOLS
by
DAVID M. MITCHELL
Instructor Manual Arts
Willson Junior High School, Cleveland, Ohio
[Illustration]
The Manual Arts Press
Peoria, Illinois
Copyright 1922
David M. Mitchell
12 B 22
Printed in United States of America
PREFACE
Toys are today regarded as educational factors in the life of boys and
girls. New toys come into demand at frequent intervals in the growth and
mental development of the child. On account of the unfailing interest on
the part of the pupils in toys and because of the unlimited educational
possibilities contained in toy making, this work is rightfully taking an
increasingly important place in the manual arts program in the schools.
This book is the outgrowth of toy-making problems given to junior-high
and high-school pupils. The author claims no originality for some of the
toys. However, most of them have been originated 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 form of shop organization for production work as treated in
Part I is flexible enough so that the plan can be applied to most any
shop conditions.
The drawings of toys in Part II will suggest a variety of articles which
may be used in carrying out the production work.
Of course, the success of organizing and conducting classes for this
kind of work depends largely upon the instructor. He must know
definitely what he is trying to get done. He must adopt and pursue such
methods of dealing with both the members of the class and the material
as will contribute directly towards the desired end.
Toy making carried on by the so-called productive plan, if handled
properly, will bring out many of the essentials of an organization
typical of the commercial industries. Together with its educational
possibilities and its power to attract the attention of those engaged in
this activity, toy making will rightfully take its place alongside other
important subjects offered in a complete industrial arts course.
The author wishes to acknowledge his indebtedness to William E.
Roberts, supervisor of manual training, Cleveland Public Schools, for
valuable suggestions and inspiration; to Joseph A. Shelley, Jersey City,
N. J., for suggestions on finishing kiddie car wheels; to the Eclipse
Air Brush Company, Newark, N. J., for valuable information and
photographs of air brush equipment; and to the American Wood Working
Machinery Co., for the use of the illustrations showing the operation of
the turning lathe, universal saw, and other woodworking machines.
D. M. MITCHELL
Cleveland, Ohio, 1921.
CONTENTS
PART I
OPERATIONS IN TOY MAKING
CHAPTER I. PRODUCTIVE WORK 11
1. Suggested plan for shop organization. 2. Grouping
of students. 3. The time clerk and tool-room clerk.
4. Recording attendance. 5. Time cards. 6. Using time
card. 7. Grading students. 8. Preliminary discussion and
preparation for shopwork. 9. Bazaars, toy sales, etc.
CHAPTER II. COLORING TOYS 21
10. Sanitation emphasized. 11. Preparation of surfaces.
12. Application of water colors. 13. Analine water stains.
14. Formulas for analine water stains. 15. Oil stains.
16. Shellacking. 17. Varnishing. 18. Points on Varnishing.
19. Colored varnish. 20. Another suggestion for finishing.
21. Use of paint. 22. Ingredients of good paint.
23. Application of paint. 24. Preparation of surface.
25. Tinting materials. 26. Mixing paints. 27. Paint formulas.
28. Formulas for making tinted paint. 29. Enameling.
30. The dipping method. 31. Polishing by tumbling. 32. Care of
brushes. 33. Paint application by means of compressed air.
34. Uses of pneumatic sprayers. 35. Construction of pneumatic
painting outfit. 36. Special attachments for different surfaces.
37. Cleaning pneumatic machines. 38. Directions for cleaning
machine. 39. Directions for operating pneumatic equipment.
40. Preparing colors.
CHAPTER III. COMMON WOODS USED IN TOY MAKING 42
41. Economy in selecting material. 42. Qualities of
different woods used.
CHAPTER IV. USE OF JIGS AND FIXTURES 43
43. Value of jigs and fixtures. 44. Cutting small wheels.
45. Turning wheels. 46. Use of wheel cutter. 47. Use of
coping saw. 48. Cutting sharp corners. 49. Removing the
saw-blade from frame. 50. Making heavy wheels. 51. Designs
for wheels. 52. Cutting wheels on band-saw. 53. Boring
holes in wheels.
CHAPTER V. OPERATION OF WOODWORKING MACHINES 54
54. Importance of machine operations. 55. Operating the
lathe. 56. Face plate turning. 57. The universal saw.
58. The hand jointer. 59. The sander.
PART II
DRAWINGS FOR TOYS
PAGE
Plate 1. Fox and Geese Game 64
" 2. Ring Toss 65
" 3. Baby's Cart 66
" 4. Hay Cart 67
" 5. Horse Head 68
" 6. Horse on Wheels 69
" 7. Kido Kar Trailer 70
" 8. Auto Roadster 71
" 9. Auto Racer 72
" 10. Passenger Car 73
" 11. Milk Wagon 74
" 12. Table for Doll House 75
" 13. Chair and Rocker 76
" 14. Buffet 77
" 15. Toy Wheel-Barrow 78
" 16. Horse Barrow 79
" 17. Doll's Carriage 80
" 18. Noah's Ark 81
" 19. "Bean Bag" Game Board 82
" 20. Child's Swing No. 1 83
" 21. Child's Swing No. 2 84
" 22. Doll's Bed, No. 1 85
" 23. Doll's Bed, No. 2 86
" 24. Adjustable Stilts 87
" 25. Scooter 88
" 26. Steering Coaster 89
" 27. Kido Kar 90
" 28. Kid Kar Junior 91
" 29. Pony Kar 92
" 30. Duplex Speedster 93
" 31. Rock-a-Doodle 94
" 32. Sled 95
" 33. "Sturdy Flyer" Sled 96
" 34. Ducky Loo 97
" 35. Duck Rocker 98
" 36. Jitney 99
" 37. Junior Roadster 100
" 38. Details of Junior Roadster 101
" 39. Senior Coaster 102
" 40. Details of Senior Coaster 103
" 41. Auto-Kar 104
" 42. Choo-Choo-Kar 105
" 43. Teeter-Totter 106
" 44. Teeter Rocker 107
" 45. Checker Board 108
" 46. Child's Costumer 109
" 47. Baby's Chair 110
" 48. Children's Sand Box 111
" 49. Sand Box No. 2 112
" 50. Doll's House No. 1 113
" 51. Doll's House No. 2 114
" 52. Doll's House No. 2 115
" 53. Dumb Bell & Indian Club 116
" 54. Bats 117
SUGGESTIONS TO TEACHERS
Where the work is to be done on the so-called productive basis, it is of
utmost importance that, before starting, the classes should be so
organized as to allow the work to be carried on in the most efficient,
progressive manner. The form of shop organization suggested in this book
is recommended. However, the instructor may, particularly if he has had
good practical shop experience, employ other methods of organization
that are just as good 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
himself with the processes involved in the making of each toy before
allowing the class to begin it. This may be accomplished by the making
of a sample of the contemplated project, carefully analyzing its
different parts and arranging the operations in a logical sequence.
This phase of the work may be done during class discussions and
demonstrations at which time the different jigs and fixtures needed for
progressive production may also be developed.
The different methods of coloring toys have been suggested with the hope
that the student will gain a realization of the importance of finishing,
from both the artistic and the practical point of view. The application
of paint by means of compressed air is the latest development in the
coloring of toys, and an equipment in the school shop illustrating the
principles of compressed air as applied to productive finishing of toys,
is a step forward in making school shops function as they should.
The working drawings 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
development of the student's judgment.
It will be found that toy making offers itself readily to the desired
co-operation and correlation with other departments in the school. For
instance, the art department may aid with the designing and color scheme
to be used on toys; the general metal shop may help in the making of
necessary metal parts: the mechanical drawing department can co-operate
in the making of working drawings; the mathematics department can figure
the costs of production, etc., etc.
It is hoped that the purpose of this book is not merely to set forth a
few plans and drawings 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 a means of bringing into closer relationship their life outside of
school with the work in school.
[Illustration: TOY MAKING ON A PRODUCTIVE BASIS EMPLOYING FACTORY METHODS]
PART I
OPERATIONS IN TOY MAKING
CHAPTER I
PRODUCTIVE WORK
#1. Suggested Plan for Shop Organization.#--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. Production work may be defined as work done by a
class to turn out a number of similar projects that have a marketable
value, with the aid of jigs, fixtures, and other means of duplication,
illustrating the industrial or practical application to the tasks in
hand, Figs. 1, 2, and 3. This does not mean, however, that the school
shops be transformed into a factory in the full sense of the word. It
should differ from a factory in that the education of the student is the
major part of the product, while in the factory production is the
foremost aim.
In doing work by the productive plan two important problems will present
themselves at the outset; first, the time element; and second,
industrial or practical application to the tasks in hand.
A brief explanation of the plan of organization in one of the author's
classes will attempt to show how nearly these problems can be solved.
[Illustration: Fig. 1. Material for toys, prepared on a large scale]
#2. Grouping of Students.#--Classes are divided into groups of between
four and six boys, with a boy foreman appointed at the head of each
group. The foreman is held responsible for the work turned out by his
boys. He is to see that they understand just what is to be done and how
it is to be done. All the group foremen are directly responsible to the
general foreman who in turn is responsible to the instructor. The
general foreman is to act as an inspector of finished work after it has
received the group foreman's O.K. He is also held responsible for the
condition of the shop during his class hour. This includes looking after
all material, the manner in which stock is put away after class, and
adherence to all shop rules that have been adopted to help in the
efficiency of shop procedure.
[Illustration: Fig. 2. A large order of toys partly constructed]
#3. The Time Clerk and Tool-Room Clerk.#--A "_Time Clerk_" is appointed
to take charge of the time cards. He is also held responsible for all
the clerical work that is to be done in the shop.
A _Tool-Room Clerk_ is appointed to take charge of the shop tool room.
He is to keep check of all tools given out and taken in. His spare time
should be devoted to the care of tools.
If possible, each boy in the class should be given an opportunity to act
in each capacity that has been created, so that he may get the most
varied experience in shop procedure. This will necessitate the changing
of boys from one group to another; the changing of foremen, clerks,
etc., at intervals which will of course be governed by the size of the
class and the number of hours devoted to the work.
[Illustration: Fig. 3. Milk wagons completed by the production method]
#4. Recording Attendance.#--Boys, upon entering the shop, register their
presence at the Time-Card Rack, Fig. 4. This is done by turning the time
card shown in Fig. 5, so that the back side, which has the word present
printed at top, is exposed. The time clerk then inspects the cards and
notes those that have not been turned, and records the absences. He then
fills in the date and passes the cards out to the boys in the shop.
Toward the latter part of the period, a few minutes time is given the
boys to fill in the necessary data on the time card.
The time cards are then collected by the time clerk and put into a box
where the time cards of all the classes are kept. In the meantime the
time clerk puts back into the time rack the cards of the incoming class.
This duty is performed by the time clerks of all the classes, thereby
necessitating the use of only one time card rack.
[Illustration: Fig. 4. The time-card rack.]
#5. Time Cards.#--Referring to the time card mentioned in Fig. 5 it will
be seen that the workman's shop number is filled in at the top. Then
under the heading of "Woodworking Department" are two horizontal rows of
items which need very little explanation. Following are three columns
headed "Operation," "Assignment," and "Time." Below the word "Operation"
are set down the various operations undertaken in the woodworking
department, with several vacant spaces provided where other and special
operations can be filled in. It will also be noticed that "Operations"
are divided into two kinds, machine work and bench work. The
instructor's glance at the time card will tell him at once what phase of
the work the boy has been employed in and will help him in apportioning
the work so that the boy is offered a varied experience.
#6. Using Time Card.#--For shops that are not equipped with the kind of
machines marked on the illustrated card, it would be well to omit the
names of machines in the "operation" column. The instructor may then
fill in the operation whatever it may be.
Under the heading "Assignment" and against the operation which is to be
undertaken by the student, the instructor writes in the name of the part
to be made. This is the student's assignment and it should be read by
him at the time he records his presence at the time-card rack upon
entering the shop.
In making assignments, the instructor may find it rather difficult to
keep up with large classes of boys. This difficulty may be overcome by
making an assignment to an entire group instead of to each boy. For
example, in a class of twenty-five that would probably be divided into
five groups, the instructor may make the assignment to the foreman of
each group and each foreman in turn can inform the boys of his group as
to the nature of the assignment. The boys can then enter the assignment
on their time cards at the end of the period when the time spent on the
job at hand is also recorded.
The student's shop number, name, and grade should be filled in by the
time clerk who can get out a number of cards for each student in advance
and these are kept ready for use by the instructor. The instructor can
then mark the project and the job number together with the student's
assignment. At the same time he estimates the journeyman's time and rate
and enters them in the space provided.
The time card in Fig. 5, is 3-1/2 inches by 9 inches, made of three-ply
bristol board. All worker's cards are printed on white colored bristol
while those of the foremen are of blue colored bristol. This plan is for
the instructor's convenience to be able to pick out the foremen's time
cards at a glance.
In the triple column under the heading "TIME" is provided room for the
date and spaces in which the student can write the time in minutes spent
on the various operations on that date. The triple columns on each side
of the card allow of the cards being used for six days. If a job lasts
longer than six days another card should be used marking them No. 1 and
No. 2, respectively, in the space marked "Card No." Both cards should be
fastened and kept together.
[Illustration: Fig. 5. Time card]
Effort should always be made to have all the assignments short (less
than six days) so that the student's record may be computed at the end
of each week by the time clerk.
#7. Grading Students.#--The next four spaces contain in condensed form,
the information itemized in other parts of the card. This, together with
other information set down by the instructor, is the vital material
sought for.
The item A "Journeyman's Time" is very easily recorded by the
instructor. It is arrived at in the same way as in making out the
estimate for any piece of work and can be recorded almost at once. The
main purpose here is to set for the student a standard of time on which
to work.
The item B is the rate in points per hour, based on the journeyman's
time.
The item C is the total of the student's time added together from the
various spaces under "Time."
Item D "Quality Decimal" is the quality of the student's job expressed
in the form of a decimal, with 100% as the maximum. This mark should be
filled in by the instructor when the student completes his job.
The next item, the number of points the student earns is found by the
formula Points = (AxB)D
Points earned per hour = ((AxB)D)/C
For example, a student receives an assignment to cut to thickness,
width, and length, sixty chair legs. The size of the legs he is to get
from the job blueprint. He spends 60 minutes a day, for three days,
making a total of 180 minutes or 3 hours. The time it would take a
journeyman to do the same job is estimated at 2 hours. The rate
adopted is at 80 points per hour; the journeyman therefore earns
AxB = 2x80 = 160 Points. The quality of the student's job is graded by
the instructor as 75%. The number of points the student earns is found
by the formula Points = (AxB)D = (2x80).75 = 120 Points. To find the
number of points the student earns per hour, divide 120 points by the
number of hours it took the student to complete the job, which equals
120/3 = 40, the number of points the student earns per hour. However,
if the student would be graded 100%, he would earn the same number of
points as the journeyman. But of course, he would have done it in three
hours where the journeyman has earned the same number of points in two
hours. It will readily be seen that this scheme offers the student an
everlasting incentive to equal the journeyman's record.
Having obtained the points on the time card or assignment card as it may
be called, these are then transferred to a monthly accomplishment sheet
as shown in Fig. 6, which is provided for all the students in all
classes.
[Illustration: Fig. 6. Monthly accomplishment sheet]
The total number of points for each boy, group, and class can then be
easily obtained. These totals can be put up in poster form and hung on
the shop's bulletin board, showing the standing of each boy, group, and
class. It is surprising the amount of interest and competition that can
be aroused; everyone working for the highest honors, unconsciously, with
a competitive spirit that will bring out considerable thought and effort
to the matter of handling material for maximum production.
#8. Preliminary Discussion and Preparation for Shopwork.#--Of course, no
time card or assignment-record scheme can hope entirely to eliminate the
necessary preliminary discussions and preparation. The author has found
it of material help to meet the foremen of all the classes at hours
other than their regular class hour and discuss such topics as "Securing
Cooperation," "Instructing Workers," "Maintaining Cleanliness and
Order," "Records and Reports," "Inspecting Work," "Routing Material Thru
Shop," "Care of Stock," etc.
Details regarding construction and assembling should be worked out by
the instructor beforehand, and also developed with the class as the work
progresses. Care should be taken that plans are carefully made regarding
the storage of stock and unfinished parts.
The old saying, "An ounce of prevention is worth a pound of cure," is an
old one, but a good one.
#9. Bazaars, Toy Sales, Etc.#--The plan of selling toys, that are made
in the school shop, to the boys and girls of the school is a plausible
one. It can very easily be accomplished in the form of bazaars,
exhibitions, or school toy sales.
The writer has had a number of samples of different toys made and put on
exhibition, and orders taken, requiring a deposit on each order. These
were then turned in to the shop department and the toys made on the
productive plan.
The boys in the shop would receive school checks, Fig. 7, for the total
number of points that they earned for the semester. These checks could
then be used by them towards the purchasing of any of the toys that were
put on sale; a certain number of points required for the purchase of
different toys.
[Illustration: Fig. 7. Credit check, based on number of points carved]
This plan was made possible by adding on to the number of orders
received an additional number equal to the number of boys in the shop.
For example, twenty-four orders for toy milk wagons were received by a
class of twenty-four boys. Then instead of making twenty-four toy milk
wagons we doubled the number and made forty-eight of them. The price
that was figured on for the twenty-four orders would more than cover the
cost of material for the other twenty-four articles that the boys would
be able to buy with their earned checks.