It is entirely possible to adjust the upper grade work so that only a few will be handling the same processes at the same time, thus making a small equipment answer the purposes of a good sized class.
For making the typical books under good conditions with a moderate number of pupils in the eighth grade or high school, the following equipment may be said to be elaborate, and can be had for about $75:—
| 1 | 10-inch Card Cutter, |
| 6 | Lying Presses, |
| 1 | Plow and Press, |
| 2 | Letter Presses, |
| 12 | Sewing Frames, |
| 2 | Paring Knives, |
| 3 | Pairs Backing Boards, |
| 2 | Back Saws, |
| 6 | Try Squares, |
| 3 | Hammers, |
| 3 | Doz. Pressing Boards and Tins, |
| 6 | Awls, |
| 6 | Paste Brushes, |
| 12 | Bone Folders. |
Even this equipment may be very materially reduced. Many of the items may be improvised, made, or furnished by the pupils.
For instance, the sewing frames are of simple construction and offer an excellent problem for the class in woodwork.
The plow and press are not an essential even in high school work. Most excellent work may be done by cutting both paper and boards with a sharp knife guided by a trysquare or straight edge, against a cutting tin. Any ordinary hammer will do for backing purposes. So this brings us back to the repeated proposition that much and good bookbinding can be done in the schools with almost no equipment.
VII.
SUGGESTIVE COURSE.
In the previous discussions of the three main types of books, practically every process used in elementary hand-binding has been described.
The following outline is the result of several years of effort on the part of the author, to develop a series of problems involving the bookbinding processes, meeting some of the constructive needs of the various grades of the school, and relating in some vital way to the regular school interests.
It was thought that confusion would be avoided by indicating the methods and processes of a set of specific problems. It is understood that these problems are only typical and that from these, a great variety of books may be worked out in response to special needs. In the practical work of the class, these problems are not dictated step by step and in detail, to the pupils; but as far as possible each pupil plans for himself, size, number of pages, proportions, color combinations, decoration, etc. A very large part of the value derived from such work, comes from the necessity of thinking and planning in advance, and from the privilege and exercise of choice.