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ADVANCED TOY MAKING
FOR SCH OO$S
BY
DAVID M. MITCH E$$
I nstructor Manual Arts
Willson Junior H igh School , Cleveland ,
TH EM AN UA$ ARTS PRESS
PEORI A , I $$ IN OI S
COPYR IGH T 1 922DAVID M . M ITCH E$$
12 B 22
A.
Prin ted in United Sta tesflof America
PREFACE
OYS are today regarded as educa
t ional factors in the life of boys and
girls . New toys come into demandat frequent intervals in the growth
and mental development of the child . On ao
count oi the unfai ling interest on the part of
the pup i ls in toys and because of the unlimited
educational possibilities contained in toy mak
ing , th i s work is rightfully taking an increas
ing ly im portant p lace in the manual arts
program in the schools .
This book is the outgrowth of toy-making
problems given to j unior-high and high-school
pupils . The author claim s no originality for
some of the toys . However , most of them
have been originated or improved upon in the
author ’s classes .
Wh i le it is entirely satisfactory to have any
of the toys mentioned in this book made as
ind ividual proj ec ts,they are here offered as
sui table group proj ects or production proj ec ts,
and it is hoped that the suggested form of shop
organization for production work as treated in
20é501 6
Part 1 i s flexible enough so that the p lan can
be applied to most any shop conditions .
The drawings of toys in Part I I will suggest
a variety of artic les wh ich may be used in
carrying out the production work .
Of course,the success of organizing and con
ducting classes for this kind of work depends
largely upon the instructor . He must know
definitely what he is trying to get done . He
must adopt and pursue such methods of
dealing with both the members of the c lass and
the material as will contribute directly towards
the desired end .
Toy making carried on by the so -called pro
ductiv e p lan,if handled properly
,will bring
out many of the essentials of an organi zation
typical of the comm ercial industries . Together
with its educational possibiliti es and its power
to attract the attention of those engaged in
this activity,toy making will rightfully take
its p lace alongside other important subj ects
offered in a complete industrial arts course .
The author wi shes to acknowledge his
4 ADVANCED TOY MAKING
indebtedness to Wil liam E . Roberts , supervisor
of manual training,C leveland Public Schools ,
for valuable suggestions and inspiration ; to
Joseph A . Shel ley,Jersey C ity , N . J for sugges
tions on finishing kiddie car wheels ; to the
E c lipse Air Brush Company , Newark , N . J for
C leveland , Ohio , 192 1 .
valuable information and photographs of air
brush equipment ; and to the American WoodWorking Machinery Co .
,for the use of the
illustrations showing the operation of the turn
ing lathe,universal saw
,and other wood
working machines .
D . M . M ITCH E$$
CON TEN TS
PART I
OPERATI ONS I N TOY M AKI NG
CH APTER I . PRODU CTIVE WORK
1 .Suggested pl an for shOp organization . 2 .
Group ing of students . 3 . The t ime cl erk and toolroom cl erk . 4 . Recording attendance . 5. T imecards . 6. Us in g t ime card . 7 . Grad ing students .8 . Prel iminary d i scussion and preparation for shop
work . 9 . Bazaars , toy sales , etc .
CH APTER I I . CO$OR ING TOYS10. Sanitation emphasized . 1 1 . Preparation Of
surfaces . 12 . App li cation of water colors . 13 .
Analine water stains . 14 . Formul as for analinewater stain s . 15. Oil stains . 16. Shel lack ing . 17.
Varnish ing . 18 . Points on Varnishing . 19 . C01
ored v arnish . 20. An other suggestion for fin ishing .
2 1 . Use of paint . 22 . Ingred ients of good paint .23 . Appl i cat ion Of paint . 24 . Preparation of surface . 25. Tin ting materials . 26. Mix ing paints .
27. Pain t formulas . 28 . Formul as for mak ingtin ted pain t . 29 . Enamel ing . 30. The d ipp ingmethod . 3 1 . Poli shing by tumbling . 32 . Care ofbrushes . 33 . Pain t app l i cation by means of compressed air . 34 . Uses Of pneumati c Sprayers 35.
Constru ction of pneumati c pa inting ou tfit . 36.
Special attachments for d ifferent surfaces . 37 .
C l eaning pneum ati c mach in es . 38 . D irections for
clean ing machin e . 39 . Directions for operatingpneumati c eq uipment . 40. Preparing col ors .
CH APTER II I . COMMON WOODS USED I N
TOY MAKING
41 . Economy in selecting material . 42 . $ual i tiesOf different woods used .
CH APTER IV . USE OF JIOS AN D FIXTURES
43 . Value of j igs and fixtures . 44 . Cutting smal lwheels . 45. Turnin g wheels . 46. Use of wheelcutter . 47. Use Of cop ing saw . 48 . Cuttingsharp corners . 49 . Remov ing t he saw-bladefrom frame . 50. Making heavy wheels . 51 . De
signs for wheels . 52 . Cutting wheels on band-saw .
53 . Boring hol es in wheels .
o o o o o o o o o o o o o o o o o o o o
CH APTER V . OPERATION OF WOODWORK
I N G MACH INE S .
54 . Importance of machine operations . 55. Operaating t he l athe . 56. Face p l ate turn ing . 57. The
un iv ersal saw . 58 . The hand j ointer . 59 . The
sander .
Plat e
PART I I
DRAW I N G S FOR TOYS
Fox and Geese GameRing TossBaby ’ s Cart.
Hay CartHorse HeadHorse on Wh eelsKido Kar Trail erAuto RoadsterAuto RacerPassenger CarMilk WagonTabl e for Dol l H ouse .
Chair and Ro cke rBuffet .
Toy Whee l~BarrowHorse BarrowDoll ’ s CarriageNoah ’s Ark“B ean Bag” Game BoardChild ’s Swing NO . 1
Ch i ld 's Swing NO . 2
Dol l ’s Bed,N O . 1 .
Dol l ’s Bed , NO . 2 .
Adj ustable Sti ltsScooter .
Steering CoasterKido Kar
o o o o o o o o o o o o o o o o o o o o o o o o o o o o
o o o o o
o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o
Pony Kar .
Dupl ex SpeedsterRock-a-Dood leSledSturdy Flyer SledDucky $oo .
Duck Rocker .
Jitney .
Jun ior RoadsterDetai ls o f Junior Roadster .
Senior C oasterDetail s o f Sen ior C oasterAuto-Kar .
ChOO-ChOO-Kar .
Teeter-TotterTeeter Rocker .
Checker BoardCh i ld ’ s Costumer .
Baby ’s Chair .
Chi ldren ’s Sand BoxSand Box NO. 2
Dol l ’ s House N O . 1
Dol l ’s House No . 2 .
Dol l ’s House No . 2
Dumb B el l Ind ian C l ubBats
SUGGESTION S TO TEAC H ERS
Where the work is to be done on the SO-called
produc tive basis,i t i s of utmost importance
that,before starting
,the classes Should be so
organized as to al low the work to be carried
on in the most effic ient,progressive manner .
The fmm of Shop organi zation suggested in this
book i s recomm ended . However , the instructor
may,particularly if he has had good practical
shop experience,employ other methods of
organization that are just as good and possib lyeven better for his particular c lass and the
conditions under which he has to work .
I t is also of great importance that theinstructor should acquain t him self with the
processes involved in the making Of each toy
before allowing the c lass to begin i t . This may
be accomplished by the making Of a sample of
the contemplated proj ect,carefully analyz ing
its different parts and arranging the operations
in a logica l sequence . This phase of the work
may be done during class discussions and
demonstrations at which time the different j igs
and fixtures needed for progressive production
may also be developed .
The different methods of coloring toys have
been sugges ted with the hope that the student
will gain a realization of the importance of
finishing,from both the artistic and the prac t i
cal point Of view . The application Of paint by
means Of compressed air is the latest develop
ment in the coloring of toys,and an equipment
in the school Shop i llustrating the p rinciples of
compressed air as appl ied to productive finish
ing of toys,i s a step forward in makin g school
shops function as they Should .
The working drawings in this book Should
serve as suggestions . They have been SO con
structed as to be free from unnecessary t echni
calit ies,and to leave as much Opportunity as
possible for the exercise and dev elopment of the
student ’ s j udgment .
I t wil l be found that toy making Offers itselfreadi ly to the desired co—operation and correla
tion with other departments in the school . For
instance,the art department may aid wi th the
designing and color scheme to be used on toys:the general m etal Shop may help in the making
of necessary metal parts ; the mechanical
8 ADVAN CED TOY MAKING
drawing department can co -Operate in the mak
mg of working drawings ; the mathematics
department can figure the costs of production,
etc .,etc .
I t is hoped that the purpose Of this book is
not merely to set forth a few p lans and draw
ings for the construction Of toys , but to give
the work the broadest possible app lication ;creating a constructive influence on the minds
of the s tudents , i n which case i t wi l l also act as
a means of bringing into c loser relationship their
life outside of school with the work in school .
TOY MAKI NG ON A PRODUCTIVE BASI S EMP$OYI NG FACTORY METH ODS
BART I
OPERAT I O N S I N TOY MAKI NG
CHAPTER I
PRODU CTIVE W ORK
1 . Sugge sted P lan for Shop Organization .
Wh i le i t is entirely satisfactory to have any of
the toys mentioned in this book made as
individual proj ec ts,they are here Offered as
suitable group proj ects or production proj ects .
Production work may be defined as work done
by a c lass to turn out a number of similar pro
j ect s that have a marketable value , with the
aid Of j igs,
fixtures,and other means of dupl ica
tion , i l lustrating the industrial or practical
appl ication to the tasks in hand,Figs . 1
,2, and
3 . This does not mean,however , that the
school shops be transformed into a factory in
the full sense of the word . I t should differ from
a factory in that the education of the student is
the maj or part of the product,while in the
factory production is the foremost aim .
In doing work by the productive p lan two
important problems will present themselves at
the outset ; first,the time element ; and second ,
industrial or practical application to the tas ks in
hand .
A brief exp lanation of the p lan Of organizationin one Of the author ’s c lasses wi l l attemp t to
show how nearly these problems can be solved .
2 . Grouping of Students — C lasses are divided
into groups of between four and six boys , wi th
a boy foreman appointed at the head o f each
group . The foreman is held responsible for the
work turned out by his boys . He is to see that
they understand j ust what i s to be done and
how it i s to be done . A l l the group foremen aredirectly responsible to the general foreman who
in turn is responsible to the instructor . The
12 ADVANCED TOY MA KIN G
Fig . 1 . Material for tor s , prepared on a large scal e
general foreman is to act as an inspector of This inc ludes looking after all material , the
finished work after it has received the group manner in which stock is put away after class ,foreman ’s O . K . He is al s o held respons ib le for and adherence t o all shop rul es that have been
the condition Of the Shop durin g his class hour . adopt ed to he lpin the efficiencyofshopprocedure ,
PRODU CTIVE W ORK 13“M
Fig . 2 . A l arge order of t ov s partly constructed
3 . The Time Cle rk and Too l-Room Clerk.
A Time Clerk” i s appointed to take charge Of
the time cards . He is also held responsible for
all the cleri cal work that i s to be done in the
shop .
A Tool-Room Clerk i s appoin ted to take chargeOf the shop tool room . He is to keep check of
all tools given out and taken in . His spare
time shoul d be devoted to the care Of tools .
I f possible , each boy in the c lass should be
given an opportunity to act in each capaci ty
that has been created , so that he may get the
most varied experience in Shop procedure . Thiswi l l necessitate the changing Of boys from one
12 ADVANCED TOY MAK ING
Fig . 1 . Material for toys , prepared on a large scale
general foreman is to act as an inspector of
finished work after it has received the group
foreman ’s O . K . He is also held responsible for
the condition of the shop dur ing his c lass hour .
This includes looking after all material , the
manner in which stock is put away after c lass ,and adh erence t o all shop rules that have been
adopted to help in the effi ciency of shop procedure ,
PRODUCTIVE WORK 13
Fig . 2 . A l arge order o f toys partly constructed
3 . The Time Clerk and Too l-Room Cle rk.
A Time Cle rk” i s appointed to take charge Of
the time cards . He is also held responsible for
all the clerical work that is to be done in the
Shop .
A Tool-Room Clerkis appoin ted to take charge
Of the shop tool room . He is to keep check of
all tools given out and taken in . His spare
time should be devoted to the care Of tools .
I f possible , each boy in the class should be
given an opportunity to act in each capacity
that has been created , so that he may get the
most varied experience in shop procedure . This
wi ll necessitate the changing of boys from one
14 ADVANCE D TOY MAKING
Fig . 3 . Milk wagons compl eted by the production method
group to another ; the changing of foremen ,clerks, etc .
,at intervals which wi ll Of course be
governed by the si ze of the class and the num
ber of hours devoted to the work .
4 . Recording Att endance — Boys,upon enter
ing the Shop,register their presence at the
Time-Card Rack , Fig . 4 . This i s done by
turning the time card shown in Fig . 5, so that
the back side , which has the word present
printed at top, is exposed . The time clerk then
inspects the cards and notes those that have
not been turned,and records the absences . He
then fi l ls in the date and passes the cards out
to the boys in the Shop . Toward the latter part
of the period,a few minutes time is g iven the
boys to fi ll in the necessary data on the time card .
16 ADVANCED TOY MAKIN G
6. Us ing Tim e Card — Fo r shops that are not
equipped with the kind of machines marked on
the ill ustrated card,i t would be well to omit
the names Of machines in th e“operation”
colum n . The instructor may then fill in the
operation whatever i t may be .
Under the heading“Assignm ent and again stthe Operation which is to be undertaken by the
student,the instructor writes in the name Of the
part to be made . This i s the student ’s assign
ment and i t should be read by him at the time
he records his presence at the tim e-card rack
upon entering the shop .
In making assignm ents , the instructor may
find it rather difficult to keep up with large
c lasses Of boys . This diffi culty may be over
come by making an assignment to an entire
group in stead of to each boy . For example,in a
c lass of twenty-fiv e that would probably be
divided in to five groups,the in structor may
make the assignm ent to the foreman of each
group and each foreman in turn can inform the
boys Of his group as to the nature Of the assign
ment . The boys can then enter the assignment
on their t ime cards at the end of the period
when the tim e spent on the j ob at hand is
also recorded .
The student’
s shop number,name
,and grade
should be fi ll ed in by the time clerk who can
get out a number of cards for each student in
advance and these are kept ready for use by the
instructor . The instructor can then mark the
proj ect and the j ob number together with the
student’
s assignment . At the same time heestimates the j ourneyman ’ s time and rate and
enters them in the space provided .
The time card in Fig . 5,is 3% inches by 9
inches , made of three-p ly bristol board . A l lworker ’s cards are printed on white colored
bristol while those of the foremen are of blue
colored bristol . This plan is for the in structor ’s
convenience to be able to pick out the foremen’
s
time cards at a glance .
In the triple column under the heading
TIME” is provided room for the date and
spaces in which the student can write the time
in minutes spent on the various Operations on
that date . The trip le columns on each side of
the card allow Of the cards being used for six
days . I f a j ob lasts longer than six days another
card should be used marking them N O . 1 and
PRODUCTIVE WORK
N O . 2 , respectively , in the Space marked Card
NO. Both cards should be fastened and kept
together .
Effort Should always be made to have all the
assignments Short (less than six days) so thatthe student ’s record may be computed at the
end Of each week by the time clerk .
7. Grading Students .— The next four spaces
contain in condensed form , the information
itemized in other parts Of the card . This ,t ogether with other information set down by
the instructor,i s the vital material sought for .
The item A“Journeyman ’s Time” i s very
easily recorded by the instructor . I t i s arrived
at in the same way as in making out the estimate
for any p iece of work and can be recorded almost
at once . The main purpose here is to set for
the student a standard Of time on which to
work .
The i tem B i s the rate in points per hour ,based on the j ourneyman ’s time .
The item C i s the total of the student ’s time
added together from the various spaces under“Time .
”
Item D $uality Decimal i s the quality ofthe student ’s j ob expressed in the form Of a
Woodworking Departm ent
VOA-P7 So
Front Sid eFig . 5.
Woodwo rking Department
Verb $ $01
Poinuu nwd per hour (AxBiD:
C
Back SideTime card
1 8 ADVANCED TOY MAKING
decimal , with 100% as the maximum . This
mark should be fi l led in by the instructor when
the student completes his j ob .
The next item,the number of points the
student earns is found by the formula Points
(A XE )DPoints earned per hour (A XE)D
C
For example,a student receives an assign
ment to cut to thickness , width , and length ,sixty chair legs . The si ze of the legs he is to
get from the j ob blueprint . He Spends 60
minutes a day , for three days , making a total
of 180minutes or 3 hours . The time it would
take a j ourneyman to do the same j ob is
estimated at 2 hours . The rate adopted is at
80 points per hour ; the j ourneyman therefore
earnsAXB 2x80 160Points . The quality Of
the student ’s j ob is graded by the instructor as
The number Of points the student earns
is found by the formula
(2 X80) .75 120Points . TO find the number Of
points the student earns per hour,divide 1 20
points by the number Of hours i t took the
student to comp lete the j ob,which equals
120 —3 =40, the number of points the stu
dent earns per hour . However,if the student
would be graded he would earn the
Fig . 6. M onth ly accomp l ishment sheet
same number Of points as the j ourneyman .
But of course , he would have done it in
three hours where the j ourneyman has earned
PRODUCTIVE WORK
the same number Ofpoints in two hours . I t will
readily be seen that this scheme Offers the
student an everlasting incentive to equal the
j ourneyman ’s record .
Having Obtained the points on the time card
or assignm ent card as i t may be called , these
are then transferred to a monthly accomplish
ment sheet as shown in Fig . 6,which is provided
for a ll the students in all c lasses .
The total number Of points for each boy ,group
,and class can then be easily Obtained .
These totals can be put up in poster form
and hung on the Shop ’s bull etin board , showing
the standing of each boy ,group , and class .
I t i s surprising the amount Of interest and com
petition tha t can be aroused ; everyone working
for the highest honors , unconsciously , with a
competitive spirit that will bring out consider
able thought and effort to the matter of hand
ling material for maximum production .
8 . Pre liminary Discussion and Preparation for
Shopwork.
— Oi course , no time card or assign
ment-record scheme can hope entirely to elim
inat e the necessary preliminary discussions and
preparation . The author has found it of
material help to meet the foremen Of all the
19
classes at hours other than their regular class
hour and discuss such topics as“SecuringCooperation ,
”“Instructing Workers,
”“Maintaining C leanliness and Order ,
”“Records and
Reports ,”“Inspecting Work
,
”“Routing Ma
t erial Thru Shop ,”“Care of Stock ,
” etc .
Detai ls regarding construction and assembling should be worked out by the instructor
beforehand,and also developed with the class
as the work progresses . Care should be taken
that p lans are carefully made regarding the
storage of stock and unfinished parts .
The Old saying , An ounce of prevention isworth a pound Of cure ,
” is an Old one , but a
good one .
9 . Bazaars , Toy Sale s , Etc .
—The plan of sell
ing toys,that are made in the school shop , to
the boys and girls Of the school is a p lausible
one . I t can very easily be accomplished in the
form Of bazaars,exhibitions
,or school toy sales .
The writer has had a number Of samples of
different toys made and put on exhibition ,and orders taken
,requiring a deposit On each
order . These were then turned in to the shop
department and the toys made on the produc
tive p lan .
20 ADVANCED TOY MAKIN G
The boys in the shop would receive school
checks,Fig . 7
,for the total number Ofpoints that
they earned for the semester . These checks
could then be used by them towards the pur
shop . For example , twenty-four orders for
toy milk wagons were received by a class of
twenty-four boys . Then instead Of making
twenty-four toy milk wagons we doubled the
F ig . 7 . C red i t ch eck , based on number of points carv ed
chasing Of any Of the toys that were put on
sale ; a certain number of points required for the
purchase Of different toys .
This p lan was made possible by adding on to
the number of orders received an add itional
num ber equal to the num ber Of boys in the
number and made forty—eight Of them . The
pri ce that was figured on for the twenty-four
orders would more than cover the cost Of ma
t erial for the other twenty-four arti cles that
the boys would be able to buy with their
earned checks .
CH APTER I I
CO$ORIN G TOYS
10. Sanitation Emphasized .— A l l appli cation Of
color to toys should carry with i t a realization
that toys are meant primari ly for chi ldren and
that al l paints should therefore be free from
poisonous compounds .
A l l paints used should be of good quality so
that i t wil l not come Off easily to discolor the
hands or tongues of children who cannot resist
the temptation Of sticking everything possible
into thei r mouths .
1 1 . Preparation of Surfaces — Wooden toys
may be finished quite bright and in various
colors .
Before applying the color it is absolutelynecessary that every part of the toy has been
thoroly sanded . Where sanding is done by
mach ine , care should be taken not to sand the
wood too much . Many di ffi culties may arise
from too much as wel l as from too little sanding .
In hand sanding,the use Of a block
to which is glued a piece of cork , i s recomm ended .
12 . Application ofWater Co lors .— T0ys may be
colored by the use of different mater ials and by
various methods . Kalsomine colors,opaque
water colors , variously known as Show card
colors,l iquid tempera
,and letterine
,
— all come
under the heading Of water colors . A l l but thekalsomine may be Obtained in small j ars and
ready for use . Kalsomine colors come in powder
form in various colors and may easily be pre
pared by mixing with water and a l ittle glue to
bind the parts together . They are much
cheaper than the ordinary forms of transparent
and opaque water colors . They may b e app l ied
with the ordinary water color brushes .
After a coat of water color has been appliedto the toy , i t may be necessary to remove the
rough parts with very fine sand paper . Care
should be taken not to“cut thru”when sanding .
To preserve and protect the water color on
the toy a coat Of white shellac may be applied .
If a more durable finish is desired a coat Of
good clear varnish over the shellac wil l serve the
purpose .
22 ADVANCED TOY MAKING
13 . Analine W ater Stains — For general finish
ing Of toys analine water stain s will produce
excel lent results . They are kn own for their
abili ty to penetrate the wood deeply and the
ease with which any Shade can be produced .
Water stain raises the grain Of the wood more
than any other . This makes i t necesary to
sandpaper down the raised grain until smooth
and then proceed with the shellacking and
varnishing until the desired results are Ob
tained .
In preparing analine water stain s , only ana
lines that are soluble in water are used . Place
an oun ce Of the analine t o a quart Of hot or
boiling water,pouring the water over the dye
stuff,
and stirring meanwhile with a wooden
paddle or stick . Soft water is the best . In
about an hour the dye may be fi ltered thru a
piece of fine woven cloth . AS metal is apt to
discolor the dye , i t is better to use a glass con
tainer. I f the prepared solution is too strong
it may be diluted in more water . Use hot
water for di luting the stain .
The work with water stain must be donequickly in order to Obtain a uniform coloring
on the surface . Water stains are used a great
deal where the dipp ing process is employed in
the finishing Of toys . A hot dipping stain ispreferable to a cold dipping stain
,first , because
it penetrates more readily and second,because
it dries quicker .
14 . Formulas for Analine Wate r Stains .
(Stock Solutions) .Red:Rose benzol five parts
,water ten parts .
Rose Red:D issolve 3 oz . Rose Bengal in 5
pints Ofwater .
B lue:(a) D issolve 1 oz . of the best indigo
carmine in 8 o z . Of water . (b) Prussian blue
dissolved in water .
DarkB lue:D issolve 3 oz . Bengal blue in 3%pints Of boiling water , and stir and fi lter the
fluid in ten minutes time .
Gr een:M ix Prussian blue and raw sienna insuch proportions as will give the desired color .
Mix in water .
Brown:D i ssolve 3 oz . of B ismark brown in
gal . Of water .
Ye llow:Auramine 4 parts , sulphate Of soda
10 parts,mixed in water .
B lack:N igrosine black , four ounces , dissolved in one gallon of boiling water .
0
When wanted for use , these analines may be
24 ADVANCED TOY MAKIN G
an d not flatten the varni sh as turpentine does .
18 . Point s on Varnishing . The less varn
ish is worked under the brush the better i ts
luster . (2) Use clean brush and pot , and clean
varnish . See that the surface i s c lean beforebeginning to varnish . (3) Allow a coat Of
varnish p lenty of time for drying until i t be
comes hard .
19 . Co lored Varnish .— Co lored varnish is that
in which a proportion Of varnish is added to the
pigment and thinn ed . The base is usual ly an
earth color such as ochre,sienna
,v enit ian red ,
Van Dyke brown,umber
,lamp black
,etc .
With this the work can be done in one coat .
This method Of finishing is usually employed
on the cheaper class of toys where it isn ’t
adv isable to apply an expensive finish .
20. Another Sugge st ion for Finishing — Tint a
gallon Of benzine or gasoline wi th chrome green ,chrome yellow
,and vermilion
,ground in Japan
unti l the desired Shade is Obtained . This
formulae is especially good for dipping purposes .
2 1 . Use of Paint — Although paint can be
bought ready prepared and in any color,as has
b een stated,i t is advisab le to have the students
mix their own colors and choose their own color
scheme .
22 . Ingredients of good Paint — The best
paints are usually made by mixing together
white lead , l inseed Oil , p igment of the desired
color (colors ground in Oil) , and a drier .Whil e white lead is sufficient as the p igment
for white paint,a better result i s Obtained by
mixing zinc oxide wi th the white lead . These
two substances have the convenient property
Of balancing each other ’s disadvantages . For
instance,zinc oxide has a tendency to crack and
to peal,which is overcome by the tougher
coating formed by the wh ite lead . Again , when
white lead is exposed to light and weathering , i t
becomes chalky,which fault is remedied by the
property possessed by zinc oxide , Of remaining
hard .
The linseed oi l used is Obtained from flaxseedby pressing the thoro ly ground seed . About
twenty-three gallons Of Oil can be Obtained from
one bushel Of the seed . By boiling the Oi l wi th
lead oxide or manganese oxide i t can take more
oxygen from the air,and thereby its drying
powers are increased .
Driers are substances that absorb oxygen
COLOR ING TOYS
from the air and give part of i t to the oil . The
raw linseed Oil absorbs the oxygen from the air
very slowly,but the addition of turpentine is a
great aid in overcoming this defect .
To insure the best results in painting , one
must first consider the kind and condition of the
surface to be painted,and to what use the toy
will be put ; then decide on the proper composi
tion and consistency Of the paint .
23 . Application of Paint — I n app lying the
paint to the toy the first coat should be thinned .
Th is wi l l act as a primer or undercoat for the
succeeding coats of paint . Care should be taken
that plenty of time is allowed between coats
for the paint to dry thoro ly. Three coats of
paint wi l l produce a good finish .
24 . Preparation of surface — All woodwork
must be sanded and thoro ly dry before any
pain t is app li ed . Care Should be taken to see
that all knots and sappy streaks shall be covered
with a coat Of orange shellac . Then apply the
first coat .
After the p riming coat Of paint is thoro lydry
,putty up al l knot holes
,dents
,cracks , and
other defects in the surface with a pure linseed
Oil putty composed of equal parts of white lead
25
and wh i ting . When putty is dry,proceed with
the other coats .
25. Tinting Mate rials .— Formulas for making
tints are to be fol lowed only in a general way .
Make some allowance for slight variations in
the strength and tone of different makes of
colors . Chromes and ochres vary noticeably .
Weigh out your color and add it gradually , not
al l at once , noting the effect as you go . When
you reach the desired shade,stop
,regardless Of
what the formula call s for . Turpentine and dark
dri ers wi l l slightly alter shades . Make allow
ance for th is .
26. Mixing Paint s .— Faulty mixing , even with
the best Of materials,i s not likely to make dur
able paint . The important thing is to g ive the
lead and Oil a chance to incorporate themselves
in that c lose union which they always make if
allowed to do so . The following directions give
best results . The order i s important .
(1 ) Break up the white lead wi th a paddle ,using only enough oil to bring it to the con
sistency of colors in Oil .
(2) Add your colors for tinting . Coloring
matter added after the paint has been thinned is
likely to break up in lumps which leave streaks
26 ADVANCED TOY MAKI NG
when brushed out .
(3) Put in drier .
(4) Add remainder Of Oil , stirring well .
(5) $ast of all , put in turpentine .
Thirm ers h$
elp only the flow of the paint
never the quality .
To strain paint thru cheese c loth before
using wi ll be a safeguard against lumpy colors
and streakiness . Paint also spreads further if
strained .
27 . Paint Formulas — As most toys are ex
posed to the weather a great deal , the following
formulas are recommended . These take no
account of tinting materials .
(a) Pr iming Coat:
25 pounds pure white lead
1 gallon pure raw linseed Oil
V3 gallon pure turpentine
p int drier , free from rosin
(b) Body Coat:Gray B lue .
25 pounds pure white lead
3/8 gall on pure raw lin seed oil
3 8 gallon pure turpentine
p int drier,free from rosin Dark Drab
(0) Finishing Coat:25 pounds pure white l ead
1 gallon pure raw linseed Oil
M p int pure turpentine
M p int dri er .
One must exercise his own discretion in usinga larger or smaller quantity Of Oil according to
whether the wood is Oil absorbing,as whi te
pine , poplar , and basswood , or l ess permeable ,as yellow p ine
,cyp ress , spruce , and hemlock .
28 . Formulas for Making Tinted Paint .
Any color or tint may be Obtained by varying
the addition Of tinting colors . These tinting
colors are called“colors in Oil . The colors
should be added to the white lead before the
paint is thinned .
To twenty-fiv e pounds of white l ead ground
in Oil add colors in oil as follows:
Medium B lue S late 3% oz . lamp black
M o z . lamp black
1 oz . Prussian blue
M oz . medium chrome green
5 lbs . French ochre
M lb . lamp black
M lb . Venit ian red
Dark Slate .
Dark $ i lac
$ i lac
Forest Green .
Cream
Sea Green .
COLORING TOYS
2 o z . lamp black
3 o z . medium chrome yel
low
1 oz . lamp black
5 o z . Venit ian red
M), o z . lamp black
1M o z . Venit ian red
1M; oz . lamp black
8 lbs . light green
5oz . medium chrome yellow
1M lb . French ochre
oz . Venit ian Red
5 o z . French ochre
oz . lamp black
M oz . medium chromegreen
1M o z .-medium chrome
yellow
Where tinting colors are used in sufficiently
large quantities to alter the consistency of the
pain t,add one-half as much linseed Oil and
turpentine , by weight , as you add tinting
material .
27
29 . Enam eling.
— When using enamel as a
finish for toys,care should be taken that the
surface of the toy i s in proper condition . To
Obtain good results proceed as fol lows:G ive the
wood a coat o f shellac . Sand lightly and dust .The following coat should consist of part Of
white paint and one part of the enamel to be
used . This coat should be slightly tinted wi th
the finishing color,i f the finishing coat i s not
white . Al low twenty-four hours for dryingtho ro ly ; then sand with NO . 00 sand paper .
Next apply a coat of enamel of the color desiredfor the finished work . (Enamels may be tinted
with colors ground in Oil . )Should the enamel not work freely , add a
Spoonful of benz ine to a gallon of enamel . Tur
pentine may also be used as a thinner for
enamel .
A better finish of enamel consists of two coats
of paint before applying the enamel . This gives
i t a stronger body and Of course makes i t more
durab le .
Because Of i ts durability and for sanitary
reasons enamel i s the most desirable finish for
toys . I ts glossy finish is attractive and veryappeal ing to chi ldren .
28 ADVANCED TOY MAKING
30. The D ipping Me thod — When a considera
ble quantity Of toys is to be finished , the prob
lem t o be faced will be the cost Of app li cation Of
the paint rather than the cost of the paint
itself . The dipp ing process, (immersing the
material t o be covered) i s found to be the most
successful,especially in toy making , where so
many small parts are used .
Many Of the small p ieces made can be sub
j ect ed to the dipping process at qui te a saving
Of time and labor,with probably better results
than where the application Of paint or stain is
done wi th a brush .
The success Of the dipping process depends on
the arrangement adopted for holding the toys
while the actual dipping is done and while they
are drying . Here the exercise Of a l ittle ingenu
ity on the part Of the students and teacher , will
overcome most difficulties .
Supposing that a number of checkers , orhandles , or small wheels are to be stain ed . A
dipping frame as shown in Fig . 8 could very
easily be prepared . You will notice the screen
tray (which is removable) , and the tin Sheetwhich slopes towards the container . The small
pieces to be stained can be handled in wire bas
kets with mesh j ust small enough so that the
pieces will not fall thru .
The wire basket i s then irrrm ersed in the container and worked Up and down ,
so tha t the
liquid will penetrate and touch all pieces. I t
is then pulled up and swung over the screen
tray,where the contents of the wire basket is
dumped . Here,the superfluous paint will drip
Off on the tin sheet,which, because Of its slope ,
will cause the superfluous paint to flow back
in to the container . Fig . 9 Shows the dipping
frame in use .
The screen tray can be removed and placed in
a rack to allow for further drying . Severaltrays could then be made and a rack to hold them
could very easily be constructed .
The paint used for dipping purposes must so
be prepared that too much does not run Off or
too much stay on,for this i s surely one way to
spoi l the work . I t should be thinned to theright consistency and care should be taken that
the thinners used are Of the best quality .
Wh ere larger p ieces ofwork are to be dipped ,wire attachm ents could be devised and each
part hung separately over the dipping frame
unti l ready to be p laced in a rack . I f the wi re
Fig . 8 . D ipp ing frame
Fig . 9 . Using t he d ipp ing frame
Fig . 10. Tumbler for pol ishin g smal l p i eces
COLORING TOYS
34 . Use s of Pneumatic Sprayers .
— Pneumatic
paint Sprayers , or air brushes , are extensively
used in the manufacture Of toys,furniture ,
automobile bodies,sewing machines , telephones ,
electrical equipment ; in fact , very nearly all
manufactured products , as well as on ships ,structural steel and iron work , bridges and
buildings .
The Speed Of the air brush is very great com
pared with hand-brush work . Usually,an air
brush operator will accomplish as much in one
hour as a hand or bristle-brush worker wil l in
one day ; and it is possible to Obtain an even
coating , free from sags , runs or brush-marks
and bet t t er results are Obtained than with the
hand brush method . A fi lm of pain t can be
app li ed in one Operation equal to two hand
brush ' coats , as it is not necessary to reduce
paints by thinning as much for air brush appli
cation , in a great many instances , as is the usual
practice for hand-brushing . The air sprayer
can also reach p laces inaccessible to the hand
brush , and a perfect coat can be applied over
rough , uneven surfaces, which could not be
obtained by hand—brushing .
In considering penumat ic painting equipment ,
33
the most important thing to be kept in mind is
the proper app l i cation of materials . This can
be successfully accomplished only thru the use
of compressed air at low pressures . By this is
meant using only sufficient main—l ine air to lay
the paint,enamel
,varnish or whatever fini sh
may be used,on the Obj ect . Excessive pressure
results in fumes,waste Of material and air redue
tion taking p lace . By air reduction is meant
the removal of the more volatile solvents , thin
ners,binders
,etc .
,thru evaporation , and the
material thus loses its adherent and coherent
properties .
Both types of air-brush equipment i llustrated
here require three cubic feet Of air per minute
to Operate and the pressure necessary depends
on the density,consistency or viscosity Of the
material used . For example,undercoat ers ,
japans,etc . ; require from twelve to fifteen
pounds Of pressure to apply perfectly ; while
enamels and varnishes take from eighteen to
twenty-fiv e pounds . Water stains require about
five pounds Of pressure .
35. Construction ofPneumaticPainting Outfit.
A pneumatic painting outfit for finishing work
consists essentially of an air brush , either Of the
34 ADVANCED TOY MAKING
attached-contain er type or the gun-type with
separate pain t tank,and a small compressor of
sufficient capacity to Operate the air brush,
which c an be belt-driven from shafting o r direct
connected . An exhaust hood wi th fan , for the
removal Of fumes , i s adv isable where the opera
tion is reasonably continuous and espec ially
where lacquers are used . The paint , ready for
app lication,i s poured into the tank ; and the
compressed air line leads to the tank with a
branch line for air and paint from the tank to
the nozzle of the gun type of machine ;while only
the air line is required with the attached
contain er typ e .
The air hose used is if,” in diameter while
the paint or fluid hose is the same si ze . The
paint hose i s made of a Special compound to
resist the action Of the thinn ers,solvents
,etc .
,
used in the paint ; and it is important to have
this correct , so that the l in ing will not disint egrat e and clog the air brush or gun .
Fig . 1 1 shows a fiv e-gall on container type .
I t will be noticed that the fluid connection is
nearest the nozzle and that the air connection is
at the bottom of the grip .
36. SpecialAttachments forDifferent Surface s .A cone nozzle is furnished for painting irregular
surfaces and a fan nozzle for wide,
flat work .
Adjusting and locking the nozzle regulates thedegree of atomization . The j ets of the fan
nozzle are depressed to prevent being knocked
out of alignm ent . Final regulation of the flow
of material i s made on the back Of the gun,
independent Of the pressure on the material con
tainer. A wide variety Of adj ustment is possi
ble with this positive regulation .
The first pul l on the trigger gives air only,
which can be used for dusting ahead of the
work ; and as the trigger is released , the air
valve c loses last , which prevents c logging and
dripping . When adjustments have been made
the trigger action i s the only moving part of
the machine . Figs . 1 2 and 13 Show the fiv egallon container typ e in actual use .
37. Cleaning Pneumatic Machine s — I t is not
necessary to take the gun apart nor disconnect
the hose to c lean the machine . Thinner can
be run thru the device without loss by p lacing
a small can Of reducer of the last material used
in the machine , and forcing i t thru in the usual
manner .
COLOR ING TOYS 35
Fig . 1 1 . A five-gallon air brush outfit
38 . Directions for Cleaning Machine — C lose
right-hand A ir Valve and open release valve .
Unscrew air nozzle a few turns . Obstruct outletwi th thumb and pul l trigger . Spraying pres
sure is thus forced thru gun and fluid hose and
the material backed into the container . I t is
advisable frequently to run thinn er thru the
machine as follows:(1 ) Place small can of thin
36 ADVANCED TOY MAKING
Fig . 12 . Us ing pneumati c paint Sprayers
ner in center of container directly beneath fluid
tube . (2) Rep lace cover and tighten wing-nuts .
(3) C lose left-hand air valve and open right
hand air valve . Pressure on container will
force thinner thru the machine and clean
perfectly without loss . DO no t use Spraying
pressure in cleaning . The thinner can be used
again for either c leaning or thinning purposes .
39 . Directions for Ope rating Pneumatic Equipment.
1 . Attach main-l ine air hose to air fi lter .
2 . Attach fluid hose to connection marked
Fluid” on tank and to the front connection
near air nozzle on hand-piece .
COLOR ING TOYS
Fig . 13 . A fiv e-gal lon outfit in actual use
3 . Attach air hose to connection markedAir on cover and to the handle connection Onhand-piece .4 . Thoro ly mix and strain material so that
it is entirely free from skins , lum ps , and foreign
materials .
37
5. Tighten wing-nuts until paint container
is air-tight .
6. See that release valve is c losed . Then
open right-hand air valve,turn fluid-pressure
regulator un ti l gage shows 5 lbs . pressure in
container . Pull trigger and use fluid regulator
38 ADVANCED TOY MAKING
on gun to control the flow . I f material is heavy ,increase pressure in container .
7. Open left-hand air valve and turn spray
Fig . 14 . A ttached contain er type of sprayer
ing pressure regulator until sufficient pressure
(5 lbs . to 25 i s Obtained to lay the materialon .
8 . Make final adj ustment of the flow of
material with fluid regulator on back of hand
piece and get proper spray by adjusting the air
noz zle .
9 . Spraying pressure and pressure in thecontainer depends upon the density of the
material used and the Size Of the surface to be
coated . A l i ttl e experimenting on the part ofthe Operator wil l determine the best pressure to
use . When the fan nozzle is used , 3 to 5 lbs .
more pressure should be applied to the material
container and from 5 to 8 lbs . more atomizing
or Spraying pressure used .
Fig . 14 shows a complete attached container
which operates on identically the same princi
p les as the type Shown in Fig . 1 1 . I t consists
of a 1M pin t contain er , reducing outfit , com
pressor,and air tank . The 1M p int container
as shown in Fig . 15 i s supp lied complete with
two fluid tips,gasket
,agitator tube , cup-holder ,
hose union,and six feet Of air hose .
The reducing outfit in Fig . 16 consists Of a
regulative valve,an air gage
,and an air fi lter ,
complete with connections and fittings . This
outfit is for the purpose Ofmaintaining an even
low Spraying pressure .
Regulated pressure is applied to the air
tight material container,raising the coating
40 ADVANCED TOY MAKING
primaries are called secondary colors . There The colors obtained by mixing any
for the secondary colors are orange , purp le and secondaries are called tertiary colors .
green . The tertiary colors are brown,Olive
Orange mixed with purp le wi l l result i n slate .
brown . Of course different tones of each color canOrange mixed wi th green wil l result in Olive . be made up by mixing unequal proportions.
Purple mixed wi th green will result in slate .
Fig . 16. Red ucing outfit
Fig . 17. Chart showing proportions req uired for standard colors
CHAPTER III
COMM ON WOODS USED I N TOY MAKING
4 1 . Economy in Se lecting Mate rial . —Economic
use of materials Should be encouraged at all
times . Toy making offers an excellent oppor
tunity where economy may be taught in the
most practical way .
Where toys are to be painted,more than one
kind Of wood may be used in the same toy and
thereby using up small pieces of wood that
would otherwise be called scrap . Ye t , i t is not
advisable t o sacrifice the strength and durability
Of the whole t oy for the sake Of using up a
piece of scrap wood which weakens the part icu
lar part of the t oy where i t is used . For that ,in the long run
,is no t economy .
42 . $ualitie s of Difierent Woods Used .— The
following are some of the common woods used
in t oy making .
Maple:hard , fine grained,compact
,tough ,
used for wheels,axles
,handles
,dowel rods
,etc .
Ash:white , strong , open grained,easily
worked ; used for bodies of coasters , wheels ,axles
,oars
,etc .
Oak:hard , firm and compact , strong and
durable,hard to work .
Birch:moderately hard and heavy , even
grained ; difficult to spl it , but easily worked .
Chestnut:resembles oak in appearance , is
much softer,moderately hard , course grained ,
not strong,but durable .
Cyp ress:mod erately hard , very fine and
close grained,Virtually indestructable ; known
as“the wood eternal”.
Basswood:white , l ight , soft , tough , c losedgrained
,easily worked
,not strong , but durable ;
used for almost any part of a toy where much
strength is not required .
White Pine:very light , soft , c lose and
straight grained,inferior ; easy to work .
Yellow P ine,yell owish
,grain noticeable ,
harder than white p in e , stronger .
Tulip (yellow pop lar):light , soft , c lose and
straight grained ; tougher than many woods
equally soft,compact
,not very strong or
durable,easi ly worked .
Spruce:straight growing , light , straight andeven in grain
,tough
,elastic , easy to work .
CHAPTER IV
USE OF JI GS AND FIXTURE S
43 . Value of Jigs and Fixture s — The use of
j igs,
fix tures,and other labor-saving devices is
an important factor in i llustrating industrial
and practical applications in the school shop .
I t i s advisable to let each group of boys work
out its own j ig or fixture for the particular j ob
they have on hand .
The three most comm on forms of j igs are
cutting j igs,boring j igs
,and assembling j igs .
The important reasons for the use of such
dev i ces are:(1 ) They i llustrate the speed ofoutput in shop work . (2) They give the
student a good idea of machine operation .
(3) They help in making the parts interchangeable . (4) They offer an opportunity for getting
first hand information on cutting edge tools and
their proper uses . (5) They show the boy the
value of the use of j igs in factory work .
The toys ill ustrated in th is book have many
simple operations,such as cutting stock to
length,dri l ling holes
,surfacing
,etc .
,that can
be easily done by the use of the proper fixtures .
For that reason toys are desirabl e proj ects tobe made by the productive p lan . Fig . 18 shows
the use of a j ig and the miter box .
44 . Cutting Small Wh ee ls — A circ le of the de
sired size wheel may be laid out on the wood
with the aid o f a compass,and cut in the out
line with a coping saw or band saw . Of course,
i t would take quite a long time by this methodto make the small wheels in large quantities and
besides the result would not be as good as whenthe wheels are made by machine .
45. Turning Whe e ls — Another way to produce wheels i s to turn a cylinder to the requi red
diameter , on the turning lathe . Then cut the
cylinder on the circular saw into required
thickn esses of wheels desired . This method is
recommended for quick work .
I f i t i s desired to round the end of wheels theoperation can be done by leaving the cylinder
in the lathe and applying the broad side of the
skew chisel as shown in Fig . 33 . The wheels
may then be polished with a clo th after they
CHAPTER III
COMM ON WOODS USED I N TOY MAKING
4 1 . Economy in Se lecting Mate rial .— Economic
use of materials should be encouraged at all
times . Toy making Offers an excellent oppor
tunity where economy may be taught in the
most p ractical way .
Wh ere toys are to be painted,more than one
kind of wood may be used in the same toy and
thereby using up small p ieces of wood that
would otherwise be called scrap . Ye t,i t is not
advi sable t o sacrifice the strength and durabili ty
of the whole t oy for the sake of using up a
piece of scrap wood which weakens the part icu
lar part of the t oy where it is used . For that ,in the long run
,i s no t economy .
42 . $ualitie s of Difierent Woods Used — The
following are some of the common woods used
in t oy making .
Map l e:hard , fine grained,compact
,tough
,
used for wheels , axles , handles , dowel rods , etc .
Ash:white , strong , open grained,easi ly
worked ; used for bod ies of coasters , wheels ,axl es , oars , etc .
Oak:hard , firm and compact,strong and
durable,hard t o work .
Bi rch:moderately hard and heavy, evengrained ; difficult to spl it , but easily worked .
Chestnut:resembles oak in appearance , is
much softer,moderately hard , course grained ,
not strong,but durable .
Cyp ress:mod erately hard , very , fine and
close grained,virtually indest ructable ; known
as“the wood eternal”.
Bas ood:white , l ight , soft , tough , closedgrained
,easily worked
,not strong , but durable ;
used for almost any part of a toy where much
strength is not required .
White Pine:very light , soft , c lose and
straight grained,inferior ; easy to work .
Yell ow P ine,yell owish
,grain noticeable ,
harder than white p ine , stronger .
Tul ip (yell ow poplar):light , soft , c lose andstraight grained ; tougher than many woods
equally soft,compact
,not very strong or
durable,easi ly worked .
Spruce:straight growing , light , straight andeven in grain
,tough
,elastic , easy to work .
CHAPTER IV
USE OF JI Gs AND FIXTURE S
43 . Value of Jigs and Fixture s — The use of
j igs,
fixtures,and other labor-saving devices is
an important factor in i llustrating industrial
and practical applications in the school shop .
It i s advisable to let each group Of boys work
out its own j ig or fixture for the particular j ob
they have on hand .
The three most common forms of j igs are
cutting j igs,boring j igs
,and assembling j igs .
The important reasons for the use of such
devices are:(1 ) They i llustrate the speed ofoutput in shop work . (2) They give the
student a good idea of mach ine Operation .
(3) They help in making the parts interchangeable . (4) They offer an Opportunity for getting
first hand information on cutting edge tools and
their proper uses . (5) They Show the boy the
value of the use of j igs in factory work .
The toys illustrated in th is book have many
simp le operations,such as cutting“stock to
length,dri l ling holes
,surfacing
,etc .
,that can
be easily done by the use of the proper fixtures .
For that reason toys are desirable proj ects tobe made by the productive plan . Fig . 18 shows
the use of a j ig and the m i ter box .
44 . Cutting Small Whe e ls — A circle of the de
sired size wheel may be laid out on the wood
with the aid of a compass,and cut in the out
line with a Coping saw or band saw . Of course,
i t would take quite a long time by this method
to make the small wheels in large quantities and
besides the result would not be as good as whenthe wheels are made by machine .
45. Turning Wh e e ls — Another way to pro
duce wheels i s to turn a cylinder to the required
diameter , on the turning lathe . Then cut the
cyl inder on the circular saw into required
thickn esses of wheels desired . This method is
recommended for quick work .
I f i t is desired to round the end of wheels theoperation can be done by leaving the cylinder
in the lathe and app lying the broad Side of the
Skew chisel as Shown in Fig . 33 . The wheels
may then be polished with a clo th after they
Fig . 18. Production of toys by use of j igs
Fig . 20. Detai ls of a wh eel cutter which may be madein school
U SE OF J IGS AN D FIXTURES
with Short fast strokes,foll owing the outline
carefully . Cut on the line . DO not press hard
on the saw for the blade is very thin and can very
easily be broken,but i t should last a long time
if used correctly .
48 . Cutting Sharp Corne rs — When cutting a
Fig . 21 . Cl amp ing the saw board to the bench
Fig . 22 . Correct method of hold ing cop ing saw
47
sharp turn in the wood with the coping saw,
care Should be taken not t o twi st the saw blade
out of shape . Upon reaching the sharp turn,
continue the up-and-down motion , but without
doing any cutting ; turn the wood very slowly
unti l you have made the comp lete turn , then
continue with the sawing and follow the rest of
48 ADVANCED TOY MAKI NG
Fig . 23 . Remov ing the saw-bl ade
the outline carefully .
49 . Remov ing th e Saw—B lade from Frame .
TO remove the saw-blade from the frame,p lace
the head of the frame against the table top as
shown in Fig . 23 . Pressing down on the handle
will release the saw-blade . Wh en inserting
the blade into the frame the same method may
be followed , being careful that the teeth of the
saw-blade point toward the handle of the frame .
The blade may be put in the end or the side
slots of the frame , using the side slots only
when the end slots wi ll not serve the purpose .
50. Making H eavy Wh e e ls .— In turning heav
ier wheels that are to be used for coasters,
kiddie cars,etc .
,the work is done with the
head stock only,the wood being supported by
the screw-center chuck or face plate .
In turning the wheel the first step is the
scraping cut as shown in Fig . 24 . This cut i s
properly made with the concave chisel held in
such a position as to give a light scraping cut .
Care should be exercised not to allow the chisel
to extend too deep ly,otherwise the material
wil l chip wi th the grain .
After the desired c ircumference has been oh
tained the surface Should be worked to the
desired form as shown in Fig . 25. This i s ac
complished by using the lathe rest , set at right
angles with the bed or parallel with the face
p late . The i l lustration in Fig . 26 shows the use
of the dividers in marking off the position of
the vari ous corrugations in the wheel that is
being turned . The sanding should be done while
U SE OF JIGS AND F IXTURES 49
the wheel is in the lathe . Use first a fairly
course grade of sand paper and afterwards a
fine grade,N O. O or 00 .
51 . De signs for Wh ee ls — Suggestions forwooden toy wheels are shown in Fig . 27. Those
numbered 1,2 , 3 , 4 , 5, 6, and 7 are plain wooden
wheels varying in design only . NO . 8 and 9
are re-enforced with zinc and large iron washers .
No . 10shows a segment of an iron p ipe fitted in
the center of the wheel to prevent wearing
away of material . N O. 1 1 shows a spoke wheel .
The spokes are made of dowel rods ; these
fitting into a hub that can easily be turned out
on the lathe . NO. 13 shows a wheel built in
segments which is then cut out on the band
saw to resemble a standard Spoke wheel . The
rim is steel , fastened to spokes with verysmall rivets .
52 . Cutt ing Wh e e ls on Band-Saw.— A c ircle of
the required size wheel may be marked off on
the wood with a compass,then cut in the out
line on the band-saw . This method wil l l eave
square corners and wi l l be more or less out of
truth with the center of the wheel . To'
t rue up
and smooth the outside of the wheel the lathe
attachment as shown in Fig . 28 can be easily
prepared . This attachm ent consists of a blockA
fastened to the lathe bed wi th a single bolt ,and a stop B fastened to the upper face of theblock carriage C a loose piece the
Making heav y wh eels . The scrap ing cut
same thickness as the stop B and i s provided
with a dowel rod to fit the central hole in the
wheel . This dowel rod is so located that
when the edge of the carriage C i s tight against
the edge of the stop D,the distance from the
center of the dowel rod to the face Of the abra
50 ADVANCED TOY MAKING
Fig . 25. Smooth ing the side of wheels
sive material on the disk,will be equal to the
radius of the finished wheel .
The wood is cut out on the band saw a scant
over-Si ze in diameter , and is then p laced
on the dowel rod in the carriage C which is
held flat on block A while the edge of the
blank is brought in contact with the grinding
disc face by pushing the carriage forward with
the left hand whil e the blank is slowly revolved
with the right . This grinding i s continued until
the edges of stop B and carriage C will remain
in contact during a complete revolution of the
Fig . 26. Us in g d iv iders to mark for cuts
A Similar device used for chamfering the edgesof the blanks is also shown in Fig . 28 , as it
looks when viewed from the front of the lathe .
The preceding description will suffice for this
as the same system of lettering has been used .
I t differs only in that block A i s made to set at
an angle Of 45 degrees instead of being level .
wheel blank. During this grinding process,the
carriage Should be moved back and forth from
the edge to the center of the grinding disc
SO that the wear on the abrasive material
be equalized .
Fig . 27 Many ways of making Wheels for toys
Fig . 28 . Sim p l e attachments wh i ch may be made for lathe
CHAPTER V
OPERATI ON OF WOODWORKING MACH INE S
54 . Importance of Machine Op e r a t io n s . knowledge is of special importance to the one
A fair understanding of what is the correct engaged in toy making,where every knowledge
position t o take at some Of the princrpal of use of machines , i s put to the test .
Fig . 29 . The roughing cut Fig . 30. The Sizing cut
machines such as the lathe,universal saw
, Suflicient examples are given to enable thej ointer , and sander , is very important to the student to arrive at a fair understanding of the
studen t in the wood—working department . Such correct postures .
OPERATION o r W OODW ORK I N G MACH I N E S 55
55. Operating the $athe — The lathe is perhaps After the roughing out has been taken , calione of the most important machines used in pers se t to the diameter desired will determine
t oy making . I t lends itself to unlimited varie depth of the next cut,sizing cut. The
ties of work and for that reason is really indis
pensible in the shop .
In Fig . 29 the student is preparing to take the
F ig . 32 . Us ing the cut-o ff tool
Fig . 3 1 . The paring cut
roughing cut in turning a cylinder . This
operation consists of removing the corners of
the square p iece and is donewi th the tool knownas the gouge .
i l lustration in Fig . 30 shows the student per
forming this operation wi th the cut-ofi too l .
When the correct dimension has been found ,the next step in the process of turning a cylinder
i s the paring cut or finishing cut , Fig . 3 1 . This
i s done with the skew or bevel chise l. A very thin
shaving is removed by this operation .
56 ADVANCED TOY MAK I N G
The ends are then cut by using the cut-off tool
as shown in Fig . 32 . I t i s merely taking aslice off the end . If a very thin sl ice is to be
Fig . 33 . Makin g conv ex su rfaces
removed,i t is usually made by the long point of
the skew chisel . I f i t is more than a quarter ofan inch it should be sized and then removed
by the skew
I f i t is desired to round the end of a p iece or
56. Face P lat e Turning — The preceding par
agraphs describe the process of turning when
the p iece i s supported between the live and the
dead centers . The processes shown in Figs .
24,25 and 26, i llustrate the character of the
work done wi th head stock only when
Fig . 34 . Pol ish ing wood in l athe
to produce a convex surface the operation can piece is supported by the screw-center chuck
be done by applying the broad side of the skew
chisel,as in Fig . 33 .
or face p late .
The first step in face plate turning is the
OPERATI ON OF WOODWORKING MACH INE S
scraping cut,Fig . 24 . This cut is properly
made with the concave chisel held in such a
position as to give a light scraping cut . Care
should be exerc ised not to allow the chisel to
extend $ too deep ly,otherwise the material wi ll
chip with the grain . After the desired circum
Fig . 35. Cutting off stock
Fig . 36. Fluting o n c ircular saw
ference has been obtained the surface should
be smoothed with the skew chisel .
Fig . 25 shows the student modeling a rosette ,using the rest
,se t at right angles with the bed
or parallel with the face plate . Prior to the
modeling a shearing cut should be taken with
58 ADVANCED TOY MAK ING
Fig . 37. Cutting wi th special fence
the skew chisel to face off the material to an
even surface .
The il lustration in Fig . 26 shows the use of
the dividers . The student is marking off to a
uniform scale the position of the various corru
gat ions in the rosette he is turning . Fig . 38 . Groov ing , or ripp ing spe c ial work
57. Th e Universal Saw.— The operations that
can be performed on the universal saw are somany that no attempt will be made to i l lustrate
them all here . But enough are g iven t o show
the characteristi c operations involved in cross
cutting , ripping , and dadoing ,— the three basic
uses of c ircular saw.
OPERATION OF WOODWORKING MACH INE S
I t is a more dangerous tool than the lathe andthe guard should be kept over the saw at all
times,except of course , in dadoing when it can
not be used .
Figs . 35, 36, 37, 38 , 39 , i l lustrate the basic
uses of a circular saw
Fig . 39 . Cutting segments
Fig . 40. Surfac ing board on j ointer
59
58 . The H and Jointer.— The great variety o f
work that can be done on a hand j ointer depends
very largely upon the knowledge and skill of
the operator . I t lends itself to so many opera
t ions , that the student gains much in knowledge
and efficiency .
60 ADVANCED TOY MAK ING
Fig . 4 1 . Cutting bev el s on j oin ter
The five operations shown in Figs . 40, 4 1 , 42 ,43 and 44 , give a fair idea o f the scope of work
that is usually accomplished on a hand j ointer
and show something of the method by which
the work should be done .
The j oin ter is another tool where the use of
the guard should never be omitted .
59 . Th e Sande r .— The sander is an interesting
machine in the school shop for on i t considerable“forming” can be done as with the lathe , althoit s prime use is to make smooth or polish .
In Fig . 45 the boy at the left i s forming amit re
while the one on the right is smoothing surface .
F ig . 42 . Join ting t he edge
ADVA
F ig . 45. The mach ine sand er in operation
PLATE 1
PLATE 2 65
66
Put . 7” 9 .
PLATE 3
PLATE 4
68 PLATE 5
68 PLATE 5
70 PLATE 7
PLATE 8
72 PLATE 9
PLATE 10 73
74 PLATE 1 1
PLATE 13
PLATE 16 79
80 PLATE 17
PLATE 20 83
P$ATE 2 1
PLATE 22 85
PLATE 23
PLATE 24 87
PLATE 23
PLATE 23
PLATE 24 87
f 4 WagonBo/f
B f a c/ref
P$ATE 25
Rear Y/ ew
90 PLATE 27
PLATE 28 9 1
PLATE 29
94 PLATE 3 1
96 PLATE 33
98 P$ATE 35
l UU PLATE 37
1 02 PLATE 39
PLATE 40 103
104 PLATE 4 1
106 PLATE 43
108 PLATE 45
1 10 PLATE 47
PLATE 48 l l ]
1 12 PLATE 49
PLATE 51
l 16 PLATE 53
I N D E X
PAGE PAGE
Auto kar,Plat e 41 .
Auto racer,Pl ate 9
Auto Roadster, Pl ate 8o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
Bats , base bal l , Pl ate 54Bazaars , toy sales , etcBed , doll
’s,Pl ates 22
, 23
Boring holes in wheelsBrushes
,care of
Bufi'
e t , Plate 14
Car, baby
’s,P late 36
Car,passenger
,P late 10 .
Cars,auto
,motor
,choo-choo
,Pl ates 4 1
,42
Cart, baby’s , P late 3
Cart,hay ,P l ate 4 .
Carriage, dol ls , P late 17Chai r rocker
,Pl ate 13
Chai r, baby’s, Plat e 47
Checker board , Pl ate 45Cheek , cred i t, Fig . 7
Coasters , P lates 26, 37, 39 Enameling .
Coloring toys .
Sani tation emphasizedPreparat ion of surfaces Foremen
,shop
Appl i cation o f water colors Fox geese game Plat e 1Analine water stains . Furn i ture
, dol l
Formul as for analine water stains .
Oil stainsShell acking .
Varn ish ing .
Points on v arnishing .
Color v arnishUse of paintD ipp in g methodPolishing by tumbl ingPain t appl i cation by compressed air
Colors,preparing
Color chart , Fig . 17
Contents,Table of
Cop ing saw,use of
CorrelationCostumer, child
’s,P l ate 46 .
D
Dol l ’s house , Pl ates 50 51 52
Dipp ing frame .
Drawings for toysDumb bell , P l ate 53
INDEX
GGame board , Bean Bag , P late 19Game board , Fox G eese ,
” Pl ate 1Grad ing students
Horse head,P late 5 .
Horse on wheels , Pl ate 6House , dol l ’s , Plates 50, 51 , 52
Ind ian club,Pl ate 53
Jigs fixturesJointer , hand
K
Kidd ie kars,Pl ates 27
,28
,29 90 9 1
,92
$athe , Operating t he 54 55, 56, 57
M
Mach ines,Operating of woodworking .
Noah 's ark,Plate 18 .
Organ ization,p lan for shop
Pain,use ofIngred ients of .
o o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o o o o o o
1 19
54
1 1
Appl icationPreparation o f surface .
Tinting materials .
Mixing .
FormulasFormulas for t inted paint .
Enamel ing .
Plan for shop organ izationGroup in g students .
Time cl erkTool-room clerkRecord in g attendance .
Time-card rackT ime cards .
Grad ing students .
Accomp l ishm ent sheetPreparation for shop work
Pneumati c eq uipmentPreface .
Productiv e work
Ring toss , P late 2Rocking chair , Pl ate 13Rocker , d uck , P late 35Rocker , ( l ucky loo , P late 34 .
Rock-a-dood le , Pl ate 3 1
Sand box , P lates 48 , 49SanderSaw
,univ ersal .
Scooter,P late 25
Sleds , Pl ates 32 , 33 .
1 20 I NDEX
Sprayer,pneumati c air Tumbler
,d rawing of
Sprayer,d i rections for operating Tumbling, polishin g by
Speedster ,dupl ex
,Pl ate 30
St ain ,Oil
7
S tain , aneline wate rarnishmg
Sti lts,ad j ustabl e , Plate 24
Varmsh , colored
Sugges tions to t eachersSwing
,ch il d ’s
,Pl ates 20, 2 1 .
Wagon, milk , P late 1 1T Water colors
Table for dol l house , Plate 12Tee ter-tone r , P lat e 43Teeter-rocker, Pl ate 44
Time cardsTool-room clerkToy sal es .
Trail er,kid o-kar , Plate 7 o o o o o o o o o o o o o o o o o o o o o o
Wheel-barrow , toy , P l ate 15Wheel-barrow
,hors e des ign, P late 16
Wheel cutte rWheels , cutting smal l .
Wheels,d es igns
,Fig . 27 .
Wheel s,turning .
Woods used in toy making .
1 20 INDEX
Sprayer,pneumatic air . 3 1
,33 Tumbler
, drawing of .
Sprayer,d i rections for operating Tumbling, pol ishing by
Speeds ter , dup l ex, Pl ate 30Sta in
,oil
Stain, anelin e water
Sti l ts,ad j ustable
,Plate 24 .
Suggestions to teachersSwing , ch ild
’s,P l ates 20, 21
o o o o o o o o o o o o o o o o o o o o o
T
Tabl e for dol l house, Plate 12Teeter-totter
,P l ate 43
Teeter-rocker,Pl ate 44
Time clerkTi me cardsTool-room clerkToy sal es .
Trail er,kido-kar
,Plate 7
o o o o o o o o o o o
o o o o o o o o o o o o o o o o o o o o o
Wagon, milk, P l ate 1 1W ater colors .
Wax pol ishing .
Wheel-barrow,toy
,P late 15
Wheel-barrow , horse. d es ign, P late 16Wheel cutterWheels
,cuttin g smal l
Wheels , d esigns , Fig . 27 .
Wh eels,turning .
Woods used in toy making .
UnIve rs lt ofCalliornlaSOUTHERN REGIO A$$IBRARY FACI$ITY
405Hilgard Avenue , $os Ange le s , CA 90024-1388Re turn th is mate rial to the l ibraryfromwh ich it was bo rrowed .
