ROOMS IN PAPER.'

PROBLEMS IN CONSTRUCTION AND DESIGN.

II.

NAMA A. LATHE AND ESTHER SZOLD.

UR pupils are enthusiastic. They have furnished their room as an indefinite but no less enticing air-castle. They are anxious to be doing. Whatever room may be chosen, we begin by making the chair, not only because the chair in its elementary development is one of the simplest pieces of furniture and because it is the one article of furniture found in every room in the house, but also because it is the piece which the pupil knows best. He has seen many kinds of furniture, but he is acquainted with but few. He has been intimately associated with chairs from early infancy. He began to discover the qualities of a chair when he found that he could climb up by its rungs when tired of creeping, that he could push it as he first began to walk. The chair continued to be his best friend in furniture, it made an admirable horse, or a carriage, an engine, or part of a train of cars, an Indian tent, a fort, a castle, or even a perfect toboggan slide (when no vigilant housewife was near), besides assuming its natural and normal form and function at times. He has already pushed, pulled, handled, carried, and overturned more chairs than he ever will beds, desks, tables, or pianos.

PRESENTATION.

In this article we have given, in a minute and definite manner the directions for making the chair, so that a pupil of the fifth grade or above could read and follow the directions for himself. In the schoolroom where the teacher may direct the thought, broader experiences should be gained by the pupils. With a paper model but lightly pasted, with a simple chair and a yardstick, the teacher is equipped. The pupils have the paper, good rulers divided to sixteenths of an inch, triangles, and sharp HH pencils on their desks. If drawing-boards with T-square and triangles can be provided they will simplify the work exceedingly. The directions, however, are given for the simplest equipment. The pupils measure the real chair, height of back; and height, width, and

depth of seat. Using the scale, one-eighth of each measurement is found and used as a basis for the model. Unfold the paper chair to make clear the relation of the pattern and object. The plan of the chair should then be laid out as in Figure 7.

In the general directions are given detailed instructions for reading drawings, measuring, ruling, etc., because we have found that people who have not made a special study of such things, even tho they are teachers, often need definite help in these matters. The directions have been prepared so that it would be well if each pupil could have a copy for reference.

DESIGN.

Altho the dictation and drawings for the chair and drawings for other pieces of furniture are here given in exact detail; whenever the work can be supervised by a teacher many of the details should be planned by the class. Here is opportunity for original design under very definite limitations, and for discussion and comparison of ancient and modern, local and foreign designs for similar articles.

The fundamental spaces in any piece of furniture are naturally limited by their necessary relation to the human figure. The limitations and possibilities of wood construction are also determining factors in the design, but within all these limitations many variations of spacing can be made. For example, the limitations in design for chair backs, all of which fifth grade children can understand, may be outlined thus: A chair back must be strong but not too heavy. Wood construction requires fairly simple lines and some consideration must be given to ease of dusting, for a chair in daily use. The height of the back and appropriate lines will be determined by the use and associations of the chair. The kitchen chair will be very simple, but the spaces and rails should be beautiful in their relation, the dining-room chair may be somewhat more elaborate but should still be easily cleaned. The chair for the dressing table in the bed-room will have a low back without projections to catch the hair, a chair with a very high back suggests formal

use.

To secure the necessary strength for the chair back we use upper and lower rails between the supports, or panelings which run from the upper rail to the seat. The greater the open space the lighter the chair. The teacher should sketch upon the blackboard several spacings of the character of chair back desired or have pictures or cuttings showing several such variations. The pupils then cut strips of paper the width

of the chair they are making and mark in the width of the side rails. Note the heights above or below which the chair back would be undesirable and within these spaces sketch different designs of rails and panelings, filling in with pencil tone all parts which represent wood. Fold on the vertical axis and cut out the spaces as shown in the better half. For quick appreciation of the relation of space to substance make the design of material and space. Criticise the designs by choosing those which have satisfactory spacings.

Fig. 12 shows some of the possibilities of chair back designs made in this way. Many of these are from designs made by fifth grade pupils, the rest were made by adult students. Several of the simpler ones might be used as the basis for a series of variations.

Designs may be planned in this manner for any place where paneling or open spaces within an enclosure are desired. The end of the library table, end of the piano bench, the back of the davenport, the side of the fern stand, the profile of the support for a projecting shelf as in the buffet, are some of the problems that give an opportunity for this work. The arrangement of the doors and drawers on the front of a dresser or buffet may be planned by drawing.

COMPLETION OF FURNITURE.

We select from the designs made by the pupils one which we will use for the chairs of our room. The design should be measured carefully and drawn to measurement upon the plan of the chair, or, when the spacing is too subtle for such treatment, the design itself may be used for a measure.

For the glueing we have found glue in tubes with a pin-stopper, the most convenient and economical form to use in the schoolroom. have used Dennison's.

We

The furniture was made of Buckskin manila paper of the heaviest weight obtainable. The texture of the surface is smooth, and the color light enough so that fine pencil lines may be seen readily. It is sufficiently tough and fine-grained to fold smoothly when scored. In our work we have stained the furniture after it was made, which seems a very logical thing to do with furniture. It certainly looks well, and a multitude of finger marks are covered. If paper of satisfactory color, texture, and weight could be procured one might make the furniture without staining. The first piece should be stained before the second one is glued, for the stain will not penetrate thru