| 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.