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 Hospitality Financial Accounting 2nd
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CHAPTER 1

HOSPITALITY ACCOUNTING IN ACTION

CHAPTER STUDY OBJECTIVES

SOLUTIONS TO EXERCISES

EXERCISE 1-1

(a) $120,000 – $50,000 = $70,000 (Stockholders’ equity)

(b) $45,000 + $126,000 = $171,000 (Assets)
(c) $100,000 – $58,000 = $42,000 (Liabilities)

EXERCISE 1-2

1. $120,000 + $325,000 = $445,000 (Total assets)

2. $360,000 – $210,000 = $570,000 (Total liabilities)
3. $700,000 – 0.5($700,000) = $350,000 (Stockholders’ equity)

EXERCISE 1-3

1. ($780,000 + $125,000) – ($400,000 – $50,000) = $455,000 (Stockholders’ equity)

2. ($400,000 + $100,000) + ($780,000 – $400,000 – $50,000) = $830,000 (Assets)
3. ($780,000 – $90,000) – ($780,000 – $400,000 + $130,000) = $180,000 (Liabilities)

EXERCISE 1-4

A (a) Food Inventory L (e) Taxes Payable

R (b) Rooms Revenue E (f) Rent Expense
E (c) Salaries and Wages Expense R (g) Beverage Revenue
A (d) Property Management System A (h) Cash
EXERCISE 1-5

Asset Liability Stockholders’ Equity

Cash Accounts Payable Insurance Expense

Accounts Receivable Taxes Payable Wages Expense
Food Inventory
Kitchen Equipment

EXERCISE 1-6

3 Posting 7 Financial Statements

1 Transaction Analysis 8 Closing Entries
9 Post Closing Trial Balance 4 Trial Balance
6 Adjusted Trial Balance 2 Journalizing
5 Adjustments

EXERCISE 1-7

Financial Statements

EXERCISE 1-8

False
False
True

EXERCISE 1-9

True
False
True

EXERCISE 1-10

False
True
True
EXERCISE 1-11

(a) 2006: $29,930,000 (d) 2004: $29,261,000

2005: $31,727,000 2005: $32,562,000
2006: $35,137,000
(b) $1,651,000
(e) $5,642,000 - $4,078,000 = $1,564,000
(c) 2006: $6,496,000
2005: $5,971,000

EXCERSICE 1-12

(a) The field is normally divided into three broad areas: auditing, financial/ tax, and
management accounting.

(b) The skills required in these areas:

People skills, sales skills, communication skills, analytical skills, ability to synthesize,
creative ability, initiative, computer skills.

(c) The skills required in these areas differ as follows:

Financial Management
Auditing and Tax Accounting

People skills High Medium Medium

Sales skills Medium Medium Low
Communication skills High Medium High
Analytical skills High Very High High
Ability to synthesize High Low High
Creative ability Medium Medium Medium
Initiative High Medium Medium
Computer skills High High Very High

(d) Some key job functions in accounting:

Auditing: Work in audit involves checking accounting ledgers and financial statements
within corporations and government. This work is becoming increasingly computerized
and can rely on sophisticated random sampling methods. Audit is the bread-and-butter
work of accounting. This work can involve significant travel and allows you to really
understand how money is being made in the company that you are analyzing. It’s great
background!

Budget Analysis: Budget analysts are responsible for developing and managing an
organization’s financial plans. There are plentiful jobs in this area in government and
 private industry. Besides quantitative skills many budget analyst jobs require good people
skills because of negotiations involved in the work.

Financial: Financial accountants prepare financial statements based on general ledgers and
participate in important financial decisions involving mergers and acquisitions,
benefits/ERISA planning, and long-term financial projections. This work can be varied
over time. One day you may be running spreadsheets. The next day you may be visiting a
customer or supplier to set up a new account and discuss business. This work requires a
good understanding of both accounting and finance.

Management Accounting: Management accountants work in companies and participate in

decisions about capital budgeting and line of business analysis. Major functions include
cost analysis, analysis of new contracts, and participation in efforts to control expenses
efficiently. This work often involves the analysis of the structure of organizations. Is
responsibility to spend money in a company at the right level of our organization? Are
goals and objectives to control costs being communicated effectively? Historically, many
management accountants have been derided as “bean counters.” This mentality has
undergone major change as management accountants now often work side by side with
marketing and finance to develop new business.

Tax: Tax accountants prepare corporate and personal income tax statements and formulate
tax strategies involving issues such as financial choice, how to best treat a merger or
acquisition, deferral of taxes, when to expense items and the like. This work requires a
thorough understanding of economics and the tax code. Increasingly, large corporations are
looking for persons with both an accounting and a legal background in tax. A person, for
example, with a JD and a CPA would be especially desirable to many firms.

(e) Junior Staff Accountant $36-63,000

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 GRADE VIII.
(Mechanical Drawing)

Lesson 7.
Recitation—
Vertical paring? How? Position of hands? Amount to be cut at each stroke?
Position of worker relative to the line to be cut?
Oblique and curved line paring? Direction of the cut with reference to the
grain?
Paring chamfers? Paring along the grain? Across the grain?
Firmer gouge? Bevel inside or outside? How is its size determined?
Position of the hands in roughing out? In finishing stroke? How produce
shearing cut?
Assignment for Lesson 8—
Essentials, Review Sections 52, 53, 54, 55, 56, 57.
Demonstration—
The essential points in making working drawings for Woodwork Group VIII.
Work—
Complete unfinished drawings of Group VII.
Make a drawing from Woodwork Group VIII.
Rapid workers make another selection from Group VIII.

GRADE VIII.
(Mechanical Drawing)

Lesson 8.
Recitation—
Why grind tools?
How much angle? How determined?
Why move the tool across the stone?
The effect of frequent change of angle?
In which directions should the stone turn with reference to the tool? Why?
Why use water on a stone?
Two kinds of oilstone?
Advantages of coarse and of fine?
Advantages of manufactured stones?
Why use oil on stones?
How avoid wearing stone uneven? How level an uneven stone?
Explain fully steps in whetting plane-iron or chisel.
 Holding tool? Angle in whetting as compared to angle in grinding? How get
tool at correct angle? The movement? Wire edge? How removed? If a still
keener edge is desired?
How is a gouge whetted?
Explain fully how to tell when a tool is sharp.
Preparation for Demonstration; Assignment for Lesson 9—
Essentials, Read Sections 62, 63.
Demonstration—
Sharpening scraper.
Work—
Complete any unfinished drawings.
Make other selections in either Groups VII or VIII.

GRADE VIII.
(Mechanical Drawing)

Lesson 9.
Recitation—
Order of procedure in laying out duplicate parts?
Advantages of this method over that of laying out each part singly? Illustrate?
Why use a scraper? Common mistake of beginners about mill-planed stock?
Position of the hands in scraping?
The steps in sharpening a scraper?
Assignment for Lesson 10—
Essentials, Sections 76, 77.
Demonstration—
The essential points in making stock bills.
Work—
Finish any unfinished drawings and make out stock bills for working drawings
made.

GRADE VIII.
(Mechanical Drawing)

Lesson 10.
Recitation—
Joinery? What is meant by the term?
Illustrate how direction of grain affects the planning of the relation of the parts.
 Why join faces together rather than other surfaces?
What about consecutive measurements? Gaging, lining, etc.?
What is meant by superposition?
In fitting parts together how tell where the different parts belong?
What is visualizing? How may one make it easier to visualize?
Knife vs. pencil in laying out?
Sawing joints in hard wood? In soft wood?
Assignment for Lesson 11—
Essentials, Review Sections 14, 64.
Demonstration—
The essential points in figuring costs from stock bills made in last lesson.
Work—
Finish any unfinished stock bills and figure costs.

GRADE VIII.
(Mechanical Drawing)

Lesson 11.
Recitation—
Back-saw? Purpose? Crosscut-saw or rip-saw? Set?
Explain fully how to hold, start, cut, stop cutting across the grain.
Explain fully when cutting along the grain. (Cutting tenons.)
Accurate sawing to a line? Explain?
How saw when paring is to be done?
Sandpapering, when? Why?
Sandpaper block? Its purpose? Size as compared to paper?
Sanding arrises? When? How?
Sanding curved surfaces?
Sanding parts that go to make up joints? Why not?
Numbers on the back of sandpaper sheet?
Assignment for Lesson 12—
Essentials, Sections 58, 61.
Demonstration—
The essential points in structural and decorative design of some project
involving groove or cross-lap joint or both, elected by the class, (book-
rack, etc.) or assigned by instructor.
Work—
Each boy make at least three modifications in outline and decoration of project
elected by class, or assigned by instructor.
Rapid workers will finish any unfinished work.
 GRADE VIII.
(Mechanical Drawing)

Lesson 12.
Recitation—
Explain fully the manner of laying out and working a cylinder.
How does a carpenter lay out a cylinder with the steel square?
What is meant by modeling in woodwork?
State the steps in laying out and working a hammer-handle.
Assignment for Lesson 13—
Essentials, Review Sections 71, 72.
Demonstration—
None.
Work—
Finish any unfinished work.
Rapid workers make a full sized pattern of designed part and fill in decorative
design.
Make a dimensioned working drawing of the project designed last lesson.
Make out stock bill for the same and figure estimate of cost on the reverse
side.

GRADE VIII.
(Woodworking Group VII.)

Lesson 13.
Recitation—
Screws—How made and sold?
How is the size designated?
How are blued screws made? What are the two kinds of screws?
How are the wood parts prepared for wood-screws? In soft wood? In hard
wood?
Preparation for Demonstration; Assignment for Lesson 14—
Essentials, Read Sections 78, 79.
Demonstration—
The essential points in making Dado Exercise.
Work—
All pupils square up exercise piece and begin making the joints.
 Note:—No definite size is required for exercise piece but it must be square
and true.

GRADE VIII.
(Woodworking Group VII.)

Lesson 14.
Recitation—
Dado? What is this joint used for? Grooves?
Develop fully the steps taken in making the dado.
Develop fully the steps taken in making the stub tenon and mortise.
Assignment for Lesson 15—
Essentials, Sections 73, 74, 75.
Demonstration—
Talk on getting out stock. Look over small pieces first.
Use narrowest boards that will do; 12″ boards are scarce; keep them for
taboret tops, never use them for legs.
Use try-square and straight-edge and saw to the lines carefully ripping first
then crosscutting to the ripped part only. Leave on the board all but just
what you need. Use your stock bill. If others are waiting for stock, saw
only one piece and work on that while they are getting a piece. Watch
your thicknesses. Never discard a piece that has been partly worked,
without permission. Bevels or chamfers are made after joints. Mill-marks
must come off before parts to joints are fitted; why?
Work—
Finish the exercise pieces, leave them on instructor’s desk to be graded and
begin on Group VII—first choice.
Instructor will want to see the pieces after the various steps.

GRADE VIII.
(Woodworking Group VII.)

Lesson 15.
Recitation—
Glue? Of what and how made?
Glue-pots? Describe. Why two pots?
How prepare glue for use? Why soak it?
How apply the glue? Thick or thin? Why warm the wood?
 Cold glues? Advantages and disadvantages? Why do they thicken and how
thinned? In cold weather?
Clamps? Why used? Two kinds?
Names of four parts to hand clamp? How adjust?
How could a good substitute be made for cabinet clamp?
Why glue size end grain? What is glue size?
Rubbed glue joint is how made?
Assignment for Lesson 16—
Essentials, Sections 147, 148.
Demonstration—
None.
Work—
Continue with Group VII Woodwork.

GRADE VIII.
(Woodworking Group VII.)

Lesson 16.
Recitation—
Two reasons for putting finish on wood?
Six kinds of materials used?
Brushes? Of what made?
Dusters? The edges of tracing brushes?
Cleaning shellac brushes? Varnish brushes?
Care of brushes from day to day?
The best alcohol or shellac cans? Cans for delicate woods?
Cleaning wire?
Preparation for Demonstration; Assignment for Lesson 17—
Essentials, Section 149.
Demonstration—
The essential points in using brush. Section 149.
(That no point may be omitted have one boy with open book enumerate the
steps, Section 149.)
Work—
Continue Group VII, Woodwork.

GRADE VIII.
(Woodworking Group VII.)
Lesson 17.
Recitation—
State the seven steps in using a brush.
Feathering strokes? What? How taken?
Edges or surfaces first? Working out over edges?
Picking up surplus liquid?
What is the order in working finish on internal corner, panels, stiles, rails?
Horizontal or vertical position preferred?
Tracing? What?
Preparation for Demonstration; Assignment for Lesson 18—
Essentials, Sections 150, 151.
Demonstration—
The essential points in applying filler.
Work—
Continue Group VII, Woodwork.

GRADE VIII.
(Woodworking Group VII.)

Lesson 18.
Recitation—
Fillers? Two kinds and their uses?
Are fillers absolutely necessary? Explain.
Liquid filler? How applied and where used mostly?
Why is shellac used on close grained woods in fine cabinet work for first coat
instead of filler or varnish?
Paste filler? Of what made? The cause of contrasts in the grain of filled wood?
Four steps in filling a coarse grained surface?
How long ought filler to stand before applying other coatings?
Caution about excelsior and rags used in filling?
Assignment for Lesson 19—
Essentials, Review Sections 152, 153.
Demonstration—
None.
Work—
Continue Group VII, Woodwork applying finish as needed.
 GRADE VIII.
(Woodworking Group VII.)

Lesson 19.
Recitation—
Three kinds of stains?
Advantages and disadvantages of water stain?
Advantages and disadvantages of oil stain?
Advantages and disadvantages of spirit stain?
How is water stain applied? How thinned?
How is oil stain applied? How thinned?
How is spirit stain applied? How thinned?
Fumed oak? What is it and how obtained?
Is waxing an old or new finish? How made by our ancestors?
Advantages and disadvantages of wax finishes?
State five steps in applying a waxed finish.
Preparation for Demonstration; Assignment for Lesson 20—
Essentials, Sections 154, 155, 156.
Demonstration—
The essential points in shellacing preparatory to waxing.
The order in producing a waxed finish with and without shellac; with and
without water stain.
Work—
Continue Group VII.

GRADE VIII.
(Woodworking Group VII.)

Lesson 20.
Recitation—
The two kinds of varnish?
Why do varnishes vary in price?
What are rubbing varnishes?
Necessary conditions for good varnishing? Why these conditions?
Shellac? Where found? What is it? How prepared?
Two kinds of shellac?
White shellac, how made and where used especially?
Orange shellac, advantages and disadvantages?
Caution about applying shellac?
 Why is shellac sometimes used before varnish and wax?
Describe method of producing egg-shell gloss shellac finish.
Assignment for Lesson 21—
Essentials, Section 113. Instructor explain the mounted specimens of wood
illustrating tree structure.
Demonstration—
None.
Work—
Continue Group VII.

GRADE VIII.
(Woodworking Group VII.)

Lesson 21.
Recitation—
Tree structure? A tree is cut in three directions for study, what are they? How
does each section lie?
If a young sprout should be cut across what three layers of tissue?
If tissue is magnified how would it appear to be composed?
If the end of a log is examined how will it have changed from that of the
sprout?
Name six divisions of tissue of the log beginning at the center.
What makes the rings and why are some light and some dark?
Is a year’s growth composed of the dark or the light rings or both? Why are
the centers of the rings sometimes out of the log’s center?
General divisions of tissue are Pith, Wood, Bark.
How is heart-wood formed? Its purpose?
How is sap-wood formed? Its purpose?
Where does the actual growing take place?
What layers of tissue are on either side of the cambium?
What is the inner side of the bark called?
What is cortex?
Medullary rays? Of what composed? Purpose?
What makes grain in sawed lumber?
Knots?
Assignment for Lesson 22—
Essentials, Section 114.
Demonstration—
None.
Work—
 Continue Group VII.

GRADE VIII.
(Woodworking Group VII.)

Lesson 22.
Recitation—
What is the life blood of a tree called?
Beginning with the tree in early spring, explain the movement or lack of
movement of the sap.
The effect upon the tree of the sap’s movement in the spring?
What part do the leaves perform in the digestive process?
Chlorophyll? Assimilation?
The sap circulation from mid-summer to the end of summer?
Effect upon the leaves?
What becomes of the descending sap?
Does the upward movement of the sap and the downward movement of the
changed sap take place at the same time?
Do the leaves drop because the sap descends or does the sap descend
because the leaves drop off?
Assignment for Lesson 23—
Essentials, Sections 115, 116, 117. Instructor explain mounted specimens
illustrating shrinkage.
Demonstration—
None.
Work—
Continue Group VII.
Pupils, finishing projects in Group VII now, may get out stock and begin
squaring it up for Group VIII.

GRADE VIII.
(Woodworking Group VII.)

Lesson 23.
Recitation—
Respiration is another name for breathing. How does it apply to plants?
Animals breath in oxygen and breath out carbonic acid gas.
How about plants?
 Carbonic acid gas is poisonous. Is it harmful to have plants in the house?
Explain.
How do trees breathe?
Transpiration? What is it and where and why does it take place?
What per cent. of living cell is water? Where is the water contained?
Which has more water sap-wood or heart-wood?
Which is stronger green or seasoned wood?
Shrinkage? What makes a plank cut from a tree shrink?
Could a plank shrink without having water in the interior of the cells?
Explain why a plank shrinks across the grain but not along as the eye can
see.
Two reasons a log shrinks more along the rings than along the radii.
The effect of this greater shrinkage along the rings?
Which shrinks more, sap-wood or heart-wood? Effect on a plain sawed
board? (On a quarter-sawed board?)
Which shrinks more soft or hard wood?
Assignment for Lesson 24—
Essentials, Sections 118, 119, 120. Instructor explain mounted specimens
illustrating grain formations—straight, curled, bird’s eye.
Demonstration—
None.
Work—
Continue Group VII.
Pupils, finishing projects in Group VII now, may get out stock and begin
squaring it up for Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 24.
Recitation—
What is the weight or specific gravity of wood? Oak or pine?
Why does wood float then?
Upon what two things does the weight of any given piece of wood depend?
Does it ever vary? Why?
Why are some kinds of wood heavier than others similarly seasoned?
Is a heavy piece stronger than a light piece of the same size?
What is meant by strength, elasticity, hardness, toughness, cleavability?
What is meant by straight grain? Cross-grained? Twisted?
Causes?
 What makes bird’s eyes in some woods?
Preparation for Demonstration; Assignment for Lesson 25—
Essentials, Sections 80, 81, 82.
Demonstration—
Recall steps in squaring up rough stock, use of winding sticks and other tests.
The essential points in laying out and working cross-lap joint by first method.
Work—
All pupils lay aside present work and square up stock for, and make, cross-lap
exercise piece.
When joint is completed finish any unfinished work of Group VII, then begin
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 25.
Recitation—
Cross-lap joint? Why plane stock for the two parts in one piece?
What about the face marks in case this is done? Why?
The difference in the two methods given?
State the ten steps in making the joint by the first method.
In the second method how are the grooves and their widths determined?
What about the location of the grooves with reference to the faces?
What about the faces in gaging for depth of groove? Why?
Assignment for Lesson 26—
Essentials, Sections 121, 122 to the bottom of page 130.
Demonstration—
None.
Work—
Finish exercise piece and continue as in lesson 24.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 26.
Recitation—
Lumbering? Two kinds and their differences?
The camp; selecting trees; felling; trimming; cutting to length?
 Skidding?
Transportation of logs to mill?
By cars, splash dam, rafts, river driving.
Milling? Location; log-booms; soaking logs in mill-pond?
Three kinds of saws? Advantages and disadvantages of each?
Timbers, planks, and boards?
Assignment for Lesson 27—
Essentials, Sections 122 continued, 123, 124.
Demonstration—
None.
Work—
Continue Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 27.
Recitation—
Lumbering? At the mill? The log-slide, inspection, measuring, kicking logs out
of slip on log-deck.
Sawing process in detail? 1. Log placed on carriage and dogged and slab with
a few boards taken off. 2. A half turn and slab and few boards taken. 3. A
quarter turn and nearly all sawed up. 4. Half turn and all sawed up.
The live rolls? Edgers? Trimmers or jump saws? Butting saws?
Slasher? It is used on slabs. What becomes of slabs?
Quarter-sawing? Why and how?
Why do quarter-sawed boards not warp like plain sawed?
Uses for waste wood? Burners?
Assignment for Lesson 28—
Essentials, Sections 125, 126, 127.
Demonstration—
None.
Work—
Continue Group VIII.

GRADE VIII.
(Woodworking Group VIII.)
Lesson 28.
Recitation—
How is sawed lumber transported?
Two methods of seasoning? Why and how stick lumber?
Air seasoning? Time required? Depends upon what?
Kiln drying? Why? Temperature of kiln?
How do soft and hard woods differ as to methods of seasoning? Time required
for each?
Checks in hard wood? Why? How prevented?
Case hardening? Why? How prevented?
Clear lumber? Dressed lumber? Abbreviation for dressed lumber?
How is lumber computed and sold? Shingles, lath, and moldings?
How would you specify lumber in an order?
Assignment for Lesson 29—
Essentials, Review Appendix III, Sections 2, 3, 4, 5, 6, and Sections 26, 27,
28, 29, 30, 31, 32, 34.
Demonstration—
None.
Work—
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 29.
Review—
Instructor will place six questions on the blackboard, selected from
Assignment for this Lesson.
Pupils will write the answers to five of these, making complete statements in
each case so that the instructor will know what is being discussed without
referring to the question list. Instructor will insist upon full sentences—
subject and predicate—that the pupil may not form bad habits in his
English. Have uniform headings. Insist on neatness.
Assignment for Lesson 30—
Essentials, Review Sections 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 62,
63.
Demonstration—
None.
Work—
Group VIII.
 GRADE VIII.
(Woodworking Group VIII.)

Lesson 30.
Review—
Instructor will place six questions on the blackboard, selected from
Assignment for this Lesson.
Assignment for Lesson 31—
Essentials, Review Sections 76, 77, 14, 64, 58, 61, 71, 72.
Demonstration—
None.
Work—
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 31.
Review—
Instructor will place six questions on the blackboard, selected from
Assignment for this Lesson.
Assignment for Lesson 32—
Essentials, Review Sections 78, 79, 73, 74, 75, 147, 148, 149.
Demonstration—
None.
Work—
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 32.
Review—
Instructor will give each pupil one question, for oral answer, selected from
Assignment for this Lesson.
Assignment for Lesson 33—
 Essentials, Review Sections 150, 151, 152, 153, 154, 155, 156, 113.
Demonstration—
None.
Work—
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 33.
Review—
Instructor will give each pupil one question for oral answer, selected from
Assignment for this Lesson.
Assignment for Lesson 34—
Essentials, Review Sections 113, 114, 115, 116, 117, 118, 119, 120, 80, 81,
82.
Demonstration—
None.
Work—
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)

Lesson 34.
Review—
Oral test from Assignment for this Lesson.
Assignment for Lesson 35—
Essentials, Review Sections 121, 122, 123, 124, 125, 126, 127.
Demonstration—
None.
Work—
Group VIII.

GRADE VIII.
(Woodworking Group VIII.)
Lesson 35.
Review—
Oral test from Assignment for this Lesson.
Assignment for Lesson 36—
This closes the text work for the year.
Demonstration—
None.
Work—
Those finishing projects will assist slower pupils or do any necessary work
about the shop such as making bench-hooks, scraping bench tops, etc.
All pupils are to be kept busy at some work until the last day. The last
week, each class will polish tools.
 CHAPTER VIII.
LESSON OUTLINES FOR GRADE IX.

From the detailed outlines of the grammar school the high school
instructor will be enabled to detail his lessons to suit his time
allotment and periods of work.

GROUP IX.

First Week:
Review “Squaring up of Stock.” Rough and mill-planed. Essentials of
Woodworking, Chapter III.
Square up stock for joint exercises.
Demonstrate mortise and tenon, keyed. Essentials, Sections 87, 88, 89, 90,
91.
Pupils make mortise and tenon, keyed.
Recitation on same.
Second Week:
Square up stock for exercise in mortise and tenon, blind, and miter joint.
Demonstrate mortise and tenon, blind. Essentials, Sections 92, 93, 94, 95, 96,
97, 98.
Pupils make mortise and tenon, blind, and miter joint.
Recitation.
Third Week:
Prepare stock for modeling exercise.
Demonstrate modeling—hammer-handle. Essentials, Section 61.
Pupils make hammer-handle.
Recitation.
Fourth Week:
Saw stock for glue joint. (Consult working drawings.)
Demonstration of glue joint. Essentials, Sections 83, 84, 85, 86.
Pupils make glue joints.
Recitation.
Fifth Week:
Review getting out stock in quantity.
Demonstrate use of Band-saw.
Pupils get out stock for projects.
Recitation.
Sixth Week:
Review “Laying out and Working Duplicate Parts.” Essentials, Sections 62, 77.
Demonstrate Laying out and Working Duplicate Parts.
Pupils proceed as their work allows.
Recitation.
Seventh Week:
Demonstrate use of Jig-saw.
Pupils use Jig-saw as their work necessitates.
Recitation.
Eighth Week:
Demonstrate clamping framed structures.
Pupils clamp as their work allows.
Recitation.
Ninth Week:
Preparation for “Finishing.” Essentials, Review Sections 147, 148, 149, 150,
151.
Demonstrate Preparation of surfaces for finish.
Recitation.
Tenth Week:
Demonstration of application first coats. Essentials, Sections 154, 155, 156,
157, 158.
Pupils apply finish as work allows.
Recitation.
Eleventh Week:
Demonstrate other finishing coats. Essentials, Section 159.
Pupils proceed as work allows.
Recitation.
Twelfth Week:
Demonstrate patching. Essentials, Section 160.
Recitation.
Thirteenth Week:
Study of Woods. Essentials, Sections 128, 129.
Recitation.
Fourteenth Week:
Study of Woods. Essentials, Sections 130, 131, 132.
Recitation.
Fifteenth Week:
Study of Woods. Essentials, Sections 133, 134, 135, 136.
Recitation.
Sixteenth Week:
Study of Woods. Essentials, Sections 137, 138, 139, 140, 141.
 Recitation.
Seventeenth Week:
Study of Woods. Essentials, Sections 142, 143, 144, 145, 146.
Recitation.
Eighteenth Week:
Finish up.