Printing and bookbinding for schools

by Samuel Jesse Vaughn

Fig. 28.

The proper time to rescue a letter from the floor or from a wrong box into which it has been dropped, is immediately after it has been so misplaced. Leads, slugs, furniture, and rule should be put at once in proper positions into their respective places.

WHAT TO PRINT AND HOW TO PROCEED

In discussing the matter of the proper printing for the public schools, let us not forget this general proposition, i. e., that the claim of printing to a place as a school art must rest upon its force as an educational factor and not upon the fact that, by a species of child labor, money may be made or saved.

There may be done some work of a commercial nature, of course, as in any kind of so-called industrial work, and thereby money be saved for the institution or the community. But the fact that some of the work results in financial gain or saving is incidental, although it may help to add interest and reality to the work. However, the work of the school print shop should be largely such as, in the absence of the school shop, would not be printed.

School printing may be grouped loosely into three classes:

1. Material whose content appeals to the pupils and whose merit justifies permanent form. It is always a happy condition when the matter which we ask the boys and girls to print appeals to them on its own merit as something that deserves to be perpetuated. The book idea presupposes permanency of content. So the book, printed and bound by the pupils and containing their favorite selections, makes a strong appeal. Literature classes collect ballads, lyrics, and other forms of literature for such work. Books of ballads suited to the various grades might profitably be prepared. The broadsheet idea may be taken advantage of to popularize national airs, patriotic songs, crisp maxims, rare bits of humor, etc.

2. Such temporary material as connects intimately with the school work and does a genuine service. An abundance of valuable material may be found in connection with elementary reading, nature study, geography, gardening, constructive work, etc. Stories relating to these subjects and written by the children may be printed and furnished to the children for reading matter. The development of dramatization in the schools offers material for the printshop. A story like “Treasure Island” or “Kinmont Willie” is read by the boys and girls, who set themselves to the task of putting it into dramatic form. Pupils take up the work of printing such a production with the greatest of interest whether it is the work of their own or of another class. The school paper is a valuable thing from every point of view. Spelling lists, binders’ notes inserted in rebound books, programs of school entertainments, Xmas and Easter cards, etc., come under this second division.

3. This class includes such work as would ordinarily be sent to the commercial printer. Letter heads, office blanks, report cards, business notices, official announcements, etc., come under this head. Some of this can be handled to the profit of both the boys and the school and without injustice to the commercial printer.

In beginning printing with a class, it is believed to be best to take advantage of the wide-eyed curiosity and intense interest of the pupils, simply to make them familiar with the locations of the various parts of the equipment and the names of the various tools of the printer. Just the pointing out and reciting of the names of the leads, slugs, furniture, etc., are sufficient to hold the rapt attention of the class.