The book is different from, and, I believe, superior to others of its kind for the following reasons:
First, because the projects it presents, the methods it advises, and the results it anticipates have all been worked out by actual experience with thousands of boys and under conditions which may be duplicated in almost any schoolroom. The author’s personal experience with the problems incident to the giving of manual training by the grade teacher includes that which she gained as a successful grade teacher herself, supplemented by some years of supervisory work in a large city system. She is therefore conversant with every possible phase of the school problem.
Second, because the methods of instruction which the book employs are such as to develop in the pupils the very qualities which are the surest foundation for subsequent success in manual or mental work of any kind, namely initiative and originality combined with intelligent, logical, careful attention to details.
Third, because it gives the teacher just the help needed to save her from all unnecessary work in securing and handling suitable material, in stimulating the pupils to intensive activity and self-expression, and in judging or measuring the results of her work, without relieving her of the necessity of intelligent effort on her part. It thus gives the overburdened teacher the maximum help, and the specially interested, the maximum opportunity for original supplementary work.
For the above reasons I confidently recommend the volume to the attention of all who are seeking to introduce an inexpensive but effective form of manual training into the middle grades of the elementary schools.
Frank M. Leavitt
Associate Professor, Industrial Education.
University of Chicago.
FOREWORD
THE growing demand for various forms of manual training in the lower elementary grades has led to the publication of this little volume of “problems in elementary bookbinding,” based on the work done in the fifth grade of the Boston public schools, where their practicability has been fully demonstrated. Some of the most valuable suggestions have been obtained from the teachers and are an outgrowth of their classroom experience. Nothing is here presented which is simply theoretical.
To Mr. John C. Brodhead, a deep appreciation of his keen criticism, his helpful suggestions, and his never-failing interest cannot be too strongly expressed. For their valued suggestions, thanks are due the teachers of Boston whose efficient labors have insured the success of the course. Acknowledgment is also made of indebtedness to the Sloyd Training School for material, and to Miss Helen E. Cleaves and Mr. Ludwig Frank for their interest and assistance in the details pertaining to design.