Printing and bookbinding for schools

by Samuel Jesse Vaughn

Let us assume that we are taking the problem of the fourth grade spelling book, page [53], Fig. 38. The first thing necessary is the spelling paper as a basis for our plans.

Each child is given a sheet of paper, say 3½×8 inches. The class is questioned to bring out the general characteristics of the cover needed, such as the direction of opening, the necessity for a hinge in the top cover, etc.

Then the matter of the squares or the extension of the boards is taken up and the pupils express opinions as to the amount of the extension. After reasons are given for various opinions, the pupils calculate and write on the sheets of paper the sizes the boards are to be cut.

Then comes the question of the distance the hinge is to be from the back. One pupil may answer three inches and another one-half an inch. Reasons are brought out why neither is satisfactory and also why it may vary, say, from three-fourths of an inch to one and one-half inches, and each child writes on his paper the distance he prefers. The same plan is used with reference to the width of the hinge; and since this may vary greatly, even from one-fourth to two inches, guided always by the ideas of good proportion and fulfillment of purposes, the pupils are asked to write down their preferences.

Then is taken up the question of the proportion of cloth to paper on the covers. In the first place, it is apparent that constructive considerations demand that the cloth must reach from the back some distance beyond the hinge toward the foredge, but how far beyond is a question of good proportion. It is always found that children vary but little in their judgments of proportion in this matter. The author has made this proposition to scores of children:—“Let’s have the cloth and the cover paper meet at the middle of the cover,” and in the whole number of children, there has never been one who would agree to any such an arrangement. When the matter of the cloth has been determined, the pupils calculate the sizes the pieces of cloth and paper must be cut, allowing the proper turn-ins. These dimensions are written down with the other decided points. From this information, the pupils make simple drawings. From samples of various colors of cloth, paper, and cords, the pupils select satisfactory combinations. In this, as in all other matters, if pupils make wrong selections or show poor judgment, it is the opportunity of the teacher to suggest and to convince them of the wisdom of some other choice.

Fig. 36.

Fig. 37.

The material is next marked out and cut. Of course, this is done by each pupil from the information he has written on his sheet of paper.