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IQ... . . ‘. flu-2;. v I A“. . . . ~ I 4 cl.“ ..VIVoe.” 5..._._..‘..-¢r ... .f. . . «$3.2m r H 83‘ . (u, 9;; v n.2,... : to; ......Izhrcwdfllo . .9 o .... n. . .0 .00t . ,g. ‘ ... 1... ti?! . .- 314. (v.34- a . 75": ... I? . ...-o. ‘30.. .... 0.. c: 3“! - 03.15 c. a “ C . .0. -3"). on Du... b 11. Q-‘ ..rpa.? ' 0“ 5‘." "O... 245’ Poun’t‘ . ..- . ‘1‘ ...-ll. .9. ..I. Ll RARY Michigan State University PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 2/05 c:/CTfiC/DateDue.indd-p.15 MICHIGAN STATE UNIVERSITY TEXTILES, CLOTHING AND RELATED ARTS COLLEGE OF HOME ECONOMICS WIS / 3‘2? "5’3 313" f‘ t "D A SURVEY OF UNIT SEWING CENTER EQUIPMENT WITH APPLICATION TO A GIVEN CLOTHING LABORATORY FLOOR PLAIV By Betty Louise Oberg // A PROBLEM Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Textiles, Clothing, and Related Arts 1961 W951"; r33” 32%;? ‘TH5 ACKNOWLEDGMENTS Deepest gratitude is extended to Mrs. Margaret Hearn for her invaluable guidance in the research and the writing of this problem. Sincere appreciation is given to Dr. Mary Gephart, Dr. Marion Niederpruem, and Miss Mary Shipley for serving as members of her graduate committee. Grateful acknowledgment for their numerous kindnesses is made to Miss Marie Flinn, Mrs. Elizabeth Mohr Jones, Miss Ruth Nassau, and Mrs. Dorothy Everly Waltz. :k >:< >1: >:: 2:: a}: >:< ):< :1: >:< >:< >:: >:< ii TABLE OF CONTENTS CHAPTER I. II. III. IV. INTRODUCTION . . ....... Purpose of the Study . . . . . . . ...... Definitions of Terminology . ..... REVIEW OF LITERATURE ......... Development of Unit Sewing Center Equipment. Clothing Laboratory and All- Purpose Room . Teacher Demonstration Area ..... . Other Areas in the Clothing Laboratory. Guides in Planning . . PROCEDURE . . . ...... Observations and Interviews . . . CorreSpondence . . The Questionnaire . . . . Evaluation of the Floor Plans . . DISCUSSION OF OBSERVATIONS AND INTERVIEWS Characteristics of the Schools Visited. . . Observation Findings . . . . l . . . . Differences Noted Between Classes Using a Unit Sewing Center Arrangement or a Group Arrangement of Equipment . . . . . DESCRIPTION AND COMPARISON OF UNIT EQUIPMENT............. Self-Contained Unit Tables and Unit Tables Made by Five Manufacturers . . . . . . Sewing Machine Company Unit Tables . . . iii Page OJ 1—1003-le hag—.5 12 12 13 13 14 16 16 20 21 22 27 "d TABLE OF CONTENTS - Continued CHAPTER VI. ANALYSIS OF THE QUESTIONNAIRE . . Description of the Sample . . . Objective I. To Obtain Information About Unit Sewing Center Equipment Being Used . Objective II. To Determine Satisfaction With Present Equipment . . . . . . . . . Objective III. To Learn Preferences for Equipment . . . Objective IV. To Garner Opinions Related ”to the Arrangement of Equipment . VII. FLOOR PLANS ..... . . . ..... Present Plan . . . . . PrOposed Plans . . ..... Evaluation of the Floor Plans . VIII. SUMMARY AND SUGGESTIONS FOR FURTHER STUDY . . Summary. . . . Suggestions for Further Study. BIBLIOGRAPHY . APPENDIX 1 -- Instruments . APPENDIX 11 -- List of Schools Visited, and List of Manu- facturers . . APPENDIX III -- Commercial Literature . . ID iv Page 29 29 31 34 36 4O 44 46 47 9.3 x 57 57 60 61 64 75 78 TABLE II. III. IV. VI. VII. VIII. IX. XI. LIST OF TABLES A Comparison of Clothing Construction. Self- Contained Unit Tables and Unit Tables Made by Five Manufacturers. A Comparison of Clothing Construction Unit Tables Made by Three Sewing Machine Companies . Distribution by Teaching Level of the ReSpondents to the Questionnaire. The Types of Unit Sewing Center Equipment Being Used at the Three Levels of Teaching. Variations in Unit Accommodation and Use at the Three Teaching Levels. The Types of Table Surfaces Being Used by the Entire Sample . The Type of Unit Sewing Center Equipment Prew ferred by Teachers at the Three Levels The Importance of a Teacher's Demonstration Unit Indicated by Teachers at the Three Levels . The Importance of a Grooming Center Indicated by Teachers at the Three Levels . The Type of Press Board Preferred for Use in Each Unit Sewing Center by Teachers at the Three Levels . Small Equipment Considered Essential in Each Unit Sewing Center by Teachers at the Three Levels................ Page 2.3 28 29 32 33 35 36 37 38 38 39 LIST OF TABLES - Continued TABLE XII. XIII. XIV . Page Disadvantages of the Group Arrangement Suggested by Teachers Who Have Used This Type of Equip~ ment....... ........... ........40 The Cost to Equip One Unit Sewing Center Using a Self—Contained Unit Table . . . . . . . . . . o . . . . 53 A Comparison of the Ratings by a Panel of Five Judges of the Present and the Two PrOposed Floor Plans for a. Specific Clothing Laboratory . . . . . . . 54 vi LIST OF PLAT ES PLATE Page 1. Teacher Demonstration Units . . . . . . . . . . . . 9 11. Individual Clothing Construction Unit . . . . . . . . 30 III. Present P1an---Group Arrangement . . . .. . . . . . 43 IV. Isometric View of Table . . . ...... . . . . . . 45 V. Proposed Plan I--Unit Arrangement . . . . . . . . 48 VI. PrOposed Plan IIm-SelfuContained Unit. Tables . . . 50 vii CHAPTER I INTRODUCTION The trend in modern homemaking is toward the organization of work centers for the purpose of reduction of time and effort. However, it seems that only within the last ten or eleven years this principle has been applied, to any great extent, in the planning of a clothing laboratory. Research has shown that distance traveled, steps taken, time spent in travel, and orderliness were definitely affected by the arrangement of major equipment in the clothing construction process.1 Purpose of the Study Since the author has an immediate need for the development of an organized plan for her laboratory, an attempt has been made to be.— come familiar with: (1) unit. sewing center equipment. available on the market, (2) how satisfactory this equipment has been when used by others,(3) clothing construction teacher's preferences and opinions about unit sewing center equipment and its arrangement, and (4) new ways to change a specific floor plan so that it will become more effectual. Many high school teachers and supervisors as well as college personnel have also expressed a desire for more information in these areas. Other equipment useful and/or necessary in a clothing labora- tory was also surveyed. The cost of equipping a unit sewing center was investigated. lMarjorie Prior Bennion, "An Evaluation of a Proposed Unit Arrangement for the College Clothing Laboratory" (unpublished Master's thesis, College of Home Economics, Utah State Agricultural College, 1950), p. 47. I) The author wishes to state that she by no means claims to have covered every type of unit sewing center equipment available. Rather, this problem is an assemblage of the information she could obtain into one source which she h0pes will be of benefit to others who anticipate room changes. Definitions of Terminology The terms used throughout this study have. the following meanings: Self-Contained Unit Table. A unit containing an ironing board and all necessary pressing equipment, sewing machine, cutting and working space, and storage of all items. Unit Table. A unit incorporating only some of the above mentioned features. It may contain cutting and working Space. and a sewing machine but no pressing or storage facilities. Unit Arrangement. Separate traditional laboratory equipment, i. e. , sewing machine, all-purpose table, and pressing equipment organized in one area. Unit Sewing Center Equipment. This refers to an organized plan and may include any or all of the three types defined above. Group Arrangement. This arrangement has the sewing machines placed along a wall, usually near the windows, tables in the center of the room, and pressing equipment located at various places in the room. Tote Tray or Tote Drawer. A portable drawer-like container for student' 5 s ewing supplie s . Clothing Laboratory. A separate or special purpose room where only subjects related to textiles and clothing construction, selection, and maintenance are taught. All-Purpose Room. A room where many phases of the homemaking program are studied. CHAPTER II REVIEW OF LITERAT URE Home economics offerings from the very beginning have included work in clothing and textiles at each educational level. Rathbone and Tarpley are of the Opinion that clothing construction courses contribute toward an individual's ability to ". . . acquire and use the skills and "1 If students are habits involved in critical and constructive thinking. to learn up-to-date homemaking methods, it is apparent that the school laboratories need to be equipped with modern appliances. One of the conclusions reached as the result of a panel discussion held at the 1957 American Home Economics Association Convention was that students displayed a greater interest and enthusiasm for home economics when the laboratory was attractively furnished with up-to-date equipment. 2 Development of Unit Sewing Center Equipment Home economics is in an area that grows and changes rapidly so that lag between theory and practice is evident. However, there is probably more lag in the matter of sewing equipment than there needs to be. Although modern methods in clothing construction have gone swiftly forward, physical facilities have not kept pace. lLucy Rathbone and Elizabeth Tarpley, ”Student and Teacher Cooperation in Clothing Construction Courses, " Journal of Home Economics, XLIV (February, 1952), 101. ZJulia Kiene, "Keeping Laboratories Up to Date, " Journal of Home Economics, XLIX (November, 1957), 700. Friesen notes that the ultra modern kitchen of the average home and the average home economics clothing laboratory have little in common.1 Equipment specialists and Home Economists have experi- mented extensively to determine the most satisfactory kitchens with work center arrangements that conserve time and energy as well as emphasize convenience, comfort, and beauty. These changes have brought a gradual development of efficiency in the home, school, and business. Unfortunately, this trend toward efficiency has by-passed the clothing laboratories. There are still many high schools and colleges using dark, outmoded sewing rooms. An article written in 1952 pointed out that the unit grouping of equipment was only beginning to be put into effect for the clothing construction classroom even though it had long been advocated for efficiency in the home. 2 Although a stronger impetus for organized sewing centers was felt in the early fifties, Cushman stated in 1929 that, “. . . centraliz- ing the sewing equipment cut down the distance traveled to a large degree, simplified the procedure, and took away many of the disagree- able features of sewing. "3 Three definite trends in teaching were observed by Linn in 1950: (1) streamlining the sewing process and at the same time producing a better product, (2) encouraging the proper use of equipment and the organization of sewing centers, and (3) develop- ing the individual. 4 lMaria S. Friesen, "Modern Sewing Methods vs Antiquated Labs, " Forecast for Home Economists, LXXII (June, 1956), 31. 2"The Clothing Area of the All-Purpose Room, ” What's New in Home Economics, XVI (May, 1952), 96. - 3Ella M. Cushman, Organization of the Sewing Center in the Home, Cornell U. Agricultural Experiment Station, Ithaca, New York, Bull. 492, (August, 1929), p. 17. 4Alice Linn, “Trends in Teaching Clothing, " Practical Home Economics, XXVIII (September, 1950), 331, 362. This same year Bennion conducted a study of different arrange- ments of equipment. “Six tests made in each arrangement proved that the distance traveled, the steps taken, and the time Spent in travel was definitely affected by the arrangement of the major pieces of equipment 1 The seventeen students who used in the clothing construction process. worked in the unit arrangements were questioned as to their preference for the group arrangement versus the unit arrangement. Bennion re- ported: The opinions stated in the questionnaire were an indication that the greater value of the unit arrangement may be that it reduces confusion, tensions, and frustrations, and increases satis— factions, orderliness, responsibility, and ease of learning.2 A study by Sullivan in 1951, to determine types of sewing activity that takes place in the home found the following causes of dislike for sewing mentioned by 53 per cent of the women queried: (1) scattered sewing equipment, (2) equipment and supplies not best suited to purpose, (3) poorly finished products due to inconvenient working conditions, (4) time required to get work out and put it away, and (5) fatigue caused by improper working heights.3 Although teachers were concerned about their outmoded labora- tories, they continued to use them. Manufacturers did nothing about improving their equipment because clothing teachers had not demanded a change. In 1951, Stout Institute, Menomonie, Wisconsin (now known as Stout State College), designed an organized unit which appears to be the most complete application used by a school up to that time.4 1Bennion, 47. 21bid., 65. 3Kathleen Andrea Sullivan, "The Development of Several Home Like Sewing Centers in a High School Classroom” (unpublished Master's thesis, Pennsylvania State College, 1951), p. 12. 4’M. Frances Henry, “Facilities for Teaching Clothing and Grooming, " What's New in Home Economics, XVI (June, 1952), 79. This self-contained unit table was the result of one hundred and forty teacher responses to a questionnaire. Over 60 per cent of the teachers believed that the unit arrangement of a clothing laboratory would im- prove efficiency in regards to "waits" for equipment. The same number believed the general speed of construction would be improved, and nearly 90 per cent felt that room traffic would be decreased.1 The Hamilton Manufacturing Company now manufactures a product called the "Stout Sewing Table. " (See Appendix II for names and addresses of companies manufacturing unit equipment.) A co-operative effort between a home economics teacher and a manufacturer frequently results in space-saving equipment designed to meet the special needs of the modern clothing laboratory. One example of this is the "Contour Unit” developed in the early fifties by Ritta Whitesel, Associate Professor of Clothing and Textiles at Southern Illinois University, and the St. Charles Company.2 This company now prefers to make custom units. Mrs. A. Dee Glover, a homemaking teacher in Elgin, Texas, told her husband of the problems of work space, storage, and general confusion of equipment. With his wife he developed plans for the “Glover Homemaking Unit, " which is now manufactured for national distribution. Other unit sewing center equipment has been designed jointly by architect, cabinet maker, and homemaking teachers.3 Many have special features. For example, the unit designed by South Dakota State is con- structed so that the whole working surface is adjustable in height. lAlice Kirk, "Improved Clothing Laboratories, ” Journal of Home Economics, XLIII (June, 1951), 427. 2"Sewing Units, " Practical Home Economics, XXXII (February, 1954), 28. 3Lucy McCormack, "Efficiency Built In, " Journal of Home Economics, L (June, 1958), 414. Mary Mark Sturm, Director of the Bureau of Home Economics of the Chicago secondary schools, has designed a cutting table equipped with pressing centers at either end. It also has an open space on one side for cutting and marking equipment. 1 At least twenty-two different models of self-contained and unit tables were in use or about to be placed on the market when Johnson made her study in 1956. 2 These included both commercial and original designs. Progress has been made. In 1948, a new homemaking department displayed unit kitchens but planned to use some treadle machines.3 In 1958, a new department announced that all their equipment was built- in, including the sewing machines.4 Home economics will continue to occupy an important place in the offerings of secondary schools during the sixties.5 It is imperative that the physical facilities keep in step with the modern trends in clothing construction. If students are to retain their interest and do a job well, up-to-date equipment should be provided and properly arranged. Clothing Laboratory and All-Purpose Room Little evidence was found in literature to support the author's belief that unit sewing center equipment can be used effectively in an all-purposeroom. lMary Mark Sturm, "Modernizing Clothing Laboratories, " Practical Home Economics, XXXII (February, 1954), 30. zMuriel Johnson, “Unit Tables for Clothing Laboratories, " Journal of Home Economics, XLVIII (February, 1956), 91. 3He1en Beranek, "Setting Up a Homemaking Department, ” Forecast for Home Economists, LXVI (October, 1950), 18-19. 4Bridget Weston, "Planned for Present and Future, " Forecast for Home Economists, LXXIV (March, 1958), 17. 5"Home Economics Education, " American Vocational Journal, (March, 1960), 155.10. It was pointed out that more research is needed on Space, equipment, 1 Johnson found that the type of and arrangement for this type of room. unit arrangement where the separate machine can be located near a movable table with adjacent pressing equipment can be used for any age student and in any laboratory, all-purpose or clothing. 2 Where enroll— ment is high and classes are large, separate rooms especially equipped for teaching one phase of homemaking best serve the purpose. Lee points out that these special purpose laboratories will require the maximum amount of equipment because each student will be participating in the same activity at about the same time.3 Teacher Demonstration Area The teaching center, although often neglected, should occupy a prominent spot in the laboratory and be as compact as possible.‘ Demonstration is a pOpular and accepted way of teaching home economics. The author is extremely interested in a teacher demonstration area because it requires less individual instruction in large clothing construction classes and facilitates learning from the standpoint of time. 5 Jones's study of demonstration units provides valuable information. She found that either the straight or the parallel arrangement of 1"The Clothing Area of the All-Purpose Room, .. What's New in Home Economics, XVI (May, 1952), 98. zMuriel Helen Johnson, ”An Investigation and Comparison of Some Self-Contained Unit Clothing Tables” (unpublished Master's thesis, New York State College of Home Economics at Cornell University, 1956), p. 81. 3Ata Lee, Space and Equipment for Homemaking Programs, Misc. No. 9, U.S. Government Printing Office, Washington 25, D.C., 1950, p. 1. 4Una Dowds Fowler, Planning and Using Storage for Effective Teaching in Homemaking, Dept. of Home Economics, National Education Association, Bulletin 1956, p. 3. 5Elizabeth Mohr Jones, "An Analysis of Demonstration Units for Teaching Clothing Construction" (unpublished Master's thesis, Purdue University, 1955), pp. 48-53. 7 PLATE I TEAQlafi DnflOflSIRATIuN Umirsl r": r *‘ ‘ i F II D It --.: f’ T \ , :I.,.._r ‘ __,-I‘ _ ‘ L t I J QTI'LAIIJHT UNIT Symbols used: 13. B. C. 8. C l 1 L __ ."" ’ I PNESSING sOAnD L. [::} dEuING MAa1INE L. .J C) InON P F I 01,- _ 1' | It . ‘ * L 1 1:- fl; 1‘ ‘1 B. 3. BULLETIN eoeku ' 3 Cr hlki'iT L-‘ 1' ‘ . c. a (mumrwmm L J r “MWEUUT L. LAVATOnY R. :3, C. B. 57 L‘ I -' ‘“;__:::“_3 L D. Dnnwens Eon SMALL BedIPMBNT AND SUBFLIES L. I 1". FILE _ , I r 1 — e 1 — F , , r 1 D :,----j , --. J . :L -..: j \ .. 5 v ,.."r_‘l L._ i . __j PARALLEL UNIT 3. 8. r‘ F I ‘ r [I _ . B. . J \__~ r DTOKAGE , F ; STORAGL‘: i I I I 77777 L. i/li inch:1 foot. ‘ L. 1 1Elizabeth Mohr Jones, "An Analysis of Demonstration Units for Teaching Clithing Construczion", (Unpublished Master's thesis, Purdue University, 1955), pp. 21, )0. 10 equipment would be satisfactory plans for a clothing demonstration unit and would be superior to the L-shape (see Plate 1, page 91. The parallel unit was not significantly different from the straight unit in the time con- sumed while demonstrating and was only slightly superior in audience visibility. Three feet was found to be a sufficient distance between the work area and the bulletin board, chalk board, and lavatory. Jones suggests that the prime concern, however, should be a convenient arrange- ment of equipment. Other Areas in the Clothing Laboratory The tendency today seems to be to omit the separate fitting room because: (1) demonstrations ‘of fittings are recognized as an important teaching device and have value for an entire class and should be seen by all members, and (2) such rooms require Space which is not used enough . to justify it.1 Lee also suggests that a triple mirror on a stand with casters is desirable for fitting because it can be moved into any position in the room. Probably the simplest and least expensive way to gain privacy for changing garments is to use one qr two movable screens. Specifications for making a folded screen are obtainable. 2 Provision should be made for storage of the books and items carried by students from class to class, so that they do not take up table space. Some ways to handle this are: (1) open shelves near the entrance door, (2) a drawer or shelf in the sewing unit, or (3) a shelf under the chair. It has been noted that the use of the shelf in the tote drawer , cabinet creates confusion and congestion at the end of the class period.3 1Lee, 31. albid” 30. 3’“Setting for Teaching Clothing in High School, " What's New in Home Economics, XXIII (February, 1959), 84. ll Guides in Planning Lee has offered several suggestions to serve as guides while planning for equipment: (1) the majority of women can work comfortably at a table if the thickness of the table top plus the width of the apron is kept to a maximum of three and one-half inches, (2) the chair height should be twelve inches lower than the table for high school pupils, and (3) the maximum class size preferred by most administrators and teacher trainers is twenty-four pupils.l In conclusion, Alexander states, "Today's schools reflect the belief that simple, attractive, up-to-date equipment and furnishings can encourage pupils to want to make improvements in their own homes. "2 lLee, 30—31. ZMargaret Alexander, ”Trends in Homemaking Education in the High Schools of Today, “ Journal of Home Economics, XLVII (October, 1955), 580. CHAPTER III PROCEDURE This is an exploratory study with major emphasis on the accumu- lation of information pertaining to unit sewing center equipment. The data were secured by means of observations and interviews, corres- pondence, and a questionnaire. A floor plan of the author's classroom was obtained. New floor plans were drawn incorporating the data secured from the media mentioned above. A rating sheet was developed to be used by a panel of judges in evaluating the present and the proposed floor plans. A panel of judges was secured. Obs ervations and Interviews An observation and interview record sheet was formulated and pre- tested in a local high school. A few minor revisions were then made to facilitate its use (see Appendix 1). Eleven high schools in Illinois, Indiana, and Michigan were visited during the month of March, 1961. These schools were chosen because of their new departments, type of equipment, or proximity (see Appendix II for a list of schools visited). Clothing construction classes working with both the group arrange- ment of equipment and unit sewing center equipment were observed. Questions were asked of the teachers and of the students. Also, colored slides of an all-purpose room were viewed. The knowledge gained through these visits served mainly as back- ground for the study. The findings will be discussed briefly. 12 13 Correspondence Fifty-six personal letters were sent to manufacturers, retailers, secondary school and college personnel in regards to unit sewing center equipment. A great deal of co-operation and valuable information was received from the majority of those who responded. Much of this data was used to compile Tables I and II(see pages 23 and 28), and to evolve the new floor plans. The Que stionnair e A questionnaire was developed to be completed by clothing con- struction teachers working with unit sewing center equipment. Questions were formulated relevant to the objectives. The questionnaire was pre- tested by two clothing construction consultants with teaching backgrounds, and by one college teacher and one high school teacher. The content re- mained the same but the order was revised for clarity (see Appendix 1). Names of clothing construction teachers using unit sewing center equipment were obtained from: a State Director of Vocational Education, a State Supervisor of Home Economics Education, a Director of a Bureau of Home Economics of city secondary schools, a manufacturer, college faculty, and from literature. Both secondary school teachers and college teachers were included in the sample for several reasons: (1) the author teaches in a clothing laboratory which is similar to college room specialization, (2) consider- able interest was expressed at both levels when they learned of the study, (3) college personnel could be readily contacted and would be more likely to have unit sewing center equipment, and (4) the size of the sample could be increased. Thirty-seven questionnaires with a cover letter were distributed to clothing construction teachers attending a State Home Economics 14 Convention the second week- end in April, 1961. Sixty-three question- naires with a cover letter were mailed and collected during the last two weeks of April and the first two weeks of May, 1961° All the question- naires were not mailed at one time. As the investigator secured addi— tional names, more questionnaires were distributed until a total of one hundred was reached. A total of 44 per cent of the questionnaires were returned. Eleven per cent were not usable because they were incomplete, or the teachers were not working with unit sewing center equipment. A total sample of thirty-three was obtained. Some of the data collected was used in the compilation of Tables I and II, and the material in Chapter V. The remainder of the question- naire was analyzed in accordance with the objectives. Evaluation of the Floor Plans A rating sheet was formulated to be used by a panel of judges in evaluating the prOposed new arrangements of equipment in the author' s classroom (see Appendix I). The present arrangement was also rated and served as a basis for comparison. An explanation sheet describing structural changes and physical limitations in the proposed plans was developed to accompany the plans as they were being evaluated. However, more guidance could have been given in the explanation sheet such as: (1) a more complete definition of the rating scale terms; (2) a list of the controls, i. e. , an equal number of sewing machines in each plan; (3) a list of the variables--the number of pressing boards and irons, the amount of cutting Space, and the expense involved with each prOposed plan; and (4) a statement that the machines in the group arrangement plan were illustrated with the leaves closed (see Appendix I). 15 A panel of judges was secured and was composed of the following members: a Head of a University Textiles and Clothing Department, a City Co-ordinator of Home Economics of secondary schools, and three secondary school home economics teachers. Photostatic copies of the floor plans, the explanation sheet, and the rating sheets were distributed and collected during the first week of July, 1961. CHAPTER IV DISCUSSION OF OBSERVATIONS AND INTERVIEWS The author visited eleven high schools in order to: (1) become more familiar with unit sewing center equipment, and (2) note any dif- ferences between the classes using a unit sewing center arrangement or a group arrangement of equipment. Characteristics of the Schools Visited Two of the schools were occupied within the last year or two. Three schools had been recently remodeled, and three were new within the past six years. The number of students in the classes visited varied from fourteen to thirty-two with the average class size approximately twenty-three students. The level of classes ranged from junior high (seventh grade) to the senior year in high school. The length of the classes also varied. - The shortest period was forty-five minutes. Seventy minutes was the longest period and was found in only one school. Fifty-five minutes appeared to be the most common period length. Observation Findings Type and Arrangement of Equipment Two of the schools were equipped with self-contained unit tables manufactured by the Hamilton and Mutschler Companies. One remodeled l6 17 school contained Geneva unit tables. In these schools the rooms were used only for clothing courses. The unit arrangement was utilized by two schools. Both of these rooms were used for other subjects in addition to clothing construction. The larger of the two had complete sewing center units located in each corner of one—half of the room. One unit illustrated a sewing center combined with a living room (small house type), one unit represented use in a bedroom, and another showed how a sewing center can be utilized in a laundry or utility room. The fourth unit was the "professional corner" with a quadruple mirror and the other "extras" needed by the more advanced students. Roll-up wooden slat screens and mirrors on the insides of cabinets or closet doors formed fitting areas when needed. Slides of this room have been developed by Mrs. Dorothy Clark, the instructor and planner, and are available on loan (see Appendix II). One room was used to teach all phases of the homemaking program simultaneously. The built-in sewing machines were pulled out and raised up mechanically from under a wall counter. The pressing was done on the counter top. Cutting and work Space were available at a nearby table. Five to eight girls participated in clothing construction while the remainder of the class studied other areas of homemaking. Two new schools with group arrangements taught clothing con- struction plus other homemaking courses. Although the kitchen areas in these schools were planned for the utmost in efficiency, the organi- zation of the sewing activity had been neglected. A great deal of move- ment from one work area to another was necessary. The remaining schools were equipped with the group arrangement and were used only for clothing courses. The sewing machines were in separate cabinets placed along the walls or stored under wall counters. In others, the built-in sewing machine heads were pulled out and raised up mechanically from under wall counters. In some cases, machines 18 were assigned by student choice and were often on the opposite side of the room from their table space. Tables Table size varied. One teacher felt a. 30" x 60" table was too small. Another stated that a 42" x 60" size was adequate. Most of the tables which were not the self-contained type had runners underneath for the tote drawers. Formica or other laminated plastics were the most common table surfaces. A pressed wood table top was not satisfactory according to one teacher. Chairs One-fourth of the schools used padded benches at the machines and chairs at the tables. Molded plastic bodies with metal legs appeared to be popular in the newer departments. Grooming Area Three-fourths of the schools had grooming areas. These ranged from a lavatory and mirror to very elaborate counter tOps with stainless steel sinks, long lighted wall mirrors, and padded stools. Fitting Area Separate fitting rooms were found in one-fourth of the schools. The tendency to omit them as noted by Lee was apparent particularly in 1 the newer and remodeled departments. In many instances cupboard doors Opened to form triple mirrors. Accordion type doors were 1Lee, 31. 19 pulled on rods or across recessed areas to permit privacy. Folding screens were also very popular. Demonstration Area Teacher demonstration areas were found in three schools. One arrangement was similar to the straight unit suggested by Jones. 1 Another used a sewing machine in the center of the room and pressing space on a wall storage counter behind the machine. The third arrange- ment consisted of a sewing machine, a table, and a counter pressing area. Storage What to do with purses and other personal belongings carried by the students appeared to be a problem. One-half of the schools provided one of the following types of storage: shelves near the entrance, Open- ings in a counter type cupboard, hall cupboards, shelves in the units, and space in the tote tray cabinets when the drawers were removed. The other schools made no provision for these items. Sewing The types of machines used by the various schools included: built-ins, separate cabinets, portables, and one treadle. One to five students per machine was the range with two the most common. Pressing The pressing boards included sleeve, skirt, and standard floor boards. Students per iron varied from two to ten with equal distribution throughout the entire range. 1Jones, 36. 20 Differences Noted Between Classes Using a Unit Sewing Center Arrangement or a Group Arrangement of Equipment The most significant difference noted between the two arrange— ments was the greater amount of traffic and movement with the group arrangement. Talking and visiting occurred with both. An equal degree of co-operation between student and teacher was apparent in either arrangement. Discipline, methods taught, class size, and course content appear to be some important factors in teaching clothing construction as well as the type and arrangement of the equipment. CHAPTER V DESCRIPTION AND COMPARISON OF UNIT EQUIPMENT Five manufacturers and three sewing machine companies were found to make standard models of self-contained unit tables and unit tables. One company (St. Charles) who formerly manufactured a self- contained unit table now prefers to custom build its equipment to suit the individual teacher and classroom situation. All of these tables except the Necchi-Elna product are designed to be used by four students. Another manufacturer contacted expressed the following reasons for not making unit equipment: 1) The tables require too much floor space. (This opinion is not in agreement with a claim made by another manufacturer that his table requires one-third less floor Space than the traditional clothing laboratory equipment. 1) 2) Flexibility in room arrangement is sacrificed since the table is fixed to electrical con- nections. 3) The price becomes excessive if it cannot be standardized and put on a production basis. (It appears that no two teachers seem to want the same equipment in the table.) 4) The sewing machine heads are furnished by other manufacturers so there is always the necessity of co'o'rdination between the table maker and the sewing machine manu- facturer. 2 The self-contained unit tables and unit tables made by five manu- facturers and available on the market are compared. One model, Geneva, is called a unit table because storage for all pressing equipment 1Diagram with report and letter from A. Dee Glover, Glover Manufacturing Co. , May 3, 1961. 2Letter from Harry Appleby, President, Bavinco Manufacturing Corp., Buffalo 11, New York, March 3, 1961. 21 22 and small equipment is not included. The other four are classified as self-contained (dependent upon the model). Unit tables manufactured by three sewing machine companies are considered separately. Self-Contained Unit Tables and Unit Tables Made by Five Manufacturers Size and Shape The four models, Glover, J. J. Lane, Mutschler, and Geneva are very similar in size when not in use. The range is from Glover, 72” x 48”, to Geneva, 75" x 45". There is a difference, however, when the units are open and are being used. The Glover becomes 72" x 92" and the J. J. Lane and Mutschler are both 75” x 118" (see Table 1, page 23). The longest and narrowest table is the Hamilton which is 90" x 36" closed and 90” x 64" in use. This table is the only one that opens to a U-shape. The others all become a I—J -shape when in use. The shape common to all five tables when they are closed is the rectangle. Storage The Glover is the most self-contained unit in two respects: it has both built-in press boards and built-in tote drawers. The press boards are padded, covered, and equipped with a handle locking device. There are two boards attached to each unit. The other companies do not furnish press boards. All except Geneva provide space for their storage, however. Storage for pressing irons can be found in all five units. Asbestos type lined compartments or shelves are provided for safety in storing hot irons. The Glover table eliminates the need for tote tray cabinets. There are ten tote drawers in each unit and each drawer has a removable 23 .‘ 80343005 a: ”a: J50 25m no 909.3 So.“ macaw .0 .5. 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This company reports the following statistics: Our research discovered that the average time required for a class to remove trays from a conventional tote tray cabinet and get seated is 5 minutes. The same amount of time is required to return the tray. A total of 10 minutes out of each 50 minute period is wasted. This is 1/5 of the period and is equivalent to the loss of one day out of each week or two months out of each school year. 1 Tote drawers in the other units either slide under the table on racks, or fit into openings in the table when the student is in class. At other times. they must be stored in tote drawer cabinets. Cut and Work Space The Hamilton model has the largest cutting surface. A leaf slides out from under the table top to form an area 90" x 64". The unfavorable feature is that this leaf is one and one-half inches below the table surface. Since the machines must be out to support it's weight, no sewing can be done while this leaf is extended. A respondent to the questionnaire felt that the Mutschler unit should be longer and provide more work space. The average table height is approximately thirty inches. This is higher than the twenty-eight inches recommended by Lee for work while seated. 2 One teacher stated that a table height of thirty-two inches was too high. Press boards must be placed on the table tops in all units except the Glover. A multi-purpose board, twenty-four inches long, five inches high, and eight inches wide is acceptable for this use (see Appendix III). Standard floor boards can be provided for final garment pressing. 1‘Letter from A. Dee Glover. 2Lee, 30, 26 Sewing Machine Position The majority of the sewing machines roll out from under the table for use. The heads are lifted out as in the conventional type of cabinet. Another method employed by Geneva is the use of a pull out, lift up mechanism (see commercial literature in Appendix III). ReSponses to the questionnaire indicated that the Hamilton unit required changes made in the foot or knee control operations. Mat erial s and Fini she s Of the five models studied, four are constructed of wood and one, Geneva, is made of steel. (St. Charles also uses steel in their sewing machine unit which may be custom built into a table of any shape.) Laminated plastic t0ps are available from all five companies. Of those responding to the questionnaire, 87. 5 per cent who had this type of table covering (Formica) liked it. A range of six colors plus natural wood finishes are offered by some companies. Natural finishes were preferred over the colors by 75 per cent of the respondents. Cost The author's belief that the units are expensive was substantiated. The price range was from $450.00 to $700.00 (the latter figure was obtained from the questionnaire). Prices were not available from two companies. The E. L. Erickson Products Company of South Dakota quoted prices from $650. 00 to $950. 00 or more for units accommodating two students .1 This company did not have an illustrated catalogue due to standardization difficulties and so was not included in the comparison. None of the prices mentioned include sewing machine heads or delivery charges. 1Letter from E. L. Erickson, Founder-Owner, E. L. Products, (Ames Powercount Company) Brookings, South Dakota, May 8, 1961. 27 Sewing Machine Company Unit Tables The unit tables manufactured by three sewing machine companies, Necchi-Elna, Singer, and White, have similar dimensions. The height is thirty inches with a rectangular shape ranging in size from 60" x 35" to 64" x 42". Dr0p leaves increase the size of two of the tables (see Table H, page 28). Tote tray storage is provided when the students are in the room. Drawers will hold small equipment in two models. There is no provision made for storing pressing equipment. All three tables are constructed of wood and have natural birch, light blonde, or dark walnut finishes. The Necchi-Elna model seats two students and can be considered a unit table only when two desks are joined together with a connecting leaf. Cut and work Space is available in all three models only when the sewing machine heads are down since they lift up out of the table tops. This is an unfavorable feature and limits the function of this type of unit table. The sewing machine heads are located in the left side of the White and Singer tables. This provides very little space for the fabrics while stitching and is another undesirable, characteristic. 28 .0300 000 00000 00000000 000 0003 000050000 .0000 00 00.000 0003 000 w000000 . .0000”. 00000 00000 000 00 000 0000 000000000 w00300 00H. .00000 000 00 >00 00 0000000000000 900000000 00 0m00000 000 00000 0000000000 00 00 0000.0. .0000m000000 00 000000 0000 00000 000 00 00000 00.0. 0000 w000000n0 00>000 @000 00000000 000000 00000 000000 00 {~05}: 030 0003 00000 :00n0 000000 0w0000mo 00 000 + 030 0. 000802 083 0.3.8 .000 93 .80. oz ..omxzmvxzw0 $33 :6 05. .500 000.40: 000003 00>000 00000 0000 0000 00000 00 0003000 :vizw0 + 00 000000 0000000000 0w0000n00 000000 030 000000 M00300 000 0. 00m010 0003 0003 070 030 .00.». 030 .000. :omN:N0Vx:o0 w00300 0000000000003 000000. 0000 C000 w000000000 0003 00000 0003 00000 003000 030 000000. 000 000000 030 N 303 083 02 030000000 0005 .000 __omx._mmx._oo 5:3 3.8 039 00: 000000000070 0000.0. 000 0000000000 0000000002 000mm >00H 000.0. 00000000 00000m 0000000000Q >00n00000 00 003 000 w000000n0 0mw0000m 00.3 .070 0000000000 00000002 m0030m 0000.0. .00 0002 00000.0. 000D 000000000000 m0000000 00 0000000000000 < .00 m4m QZH In -H $5M... .222 3 «.3 ~38 3:89: 8 932...... 3 :9 :3 3.3." .. 3:. no :8 00.00”. .noono- ca not ...A 00.00». I odeav no 0.90 A3 oodles no cook 0.3: :33.— nacuvoo- huoanuoaaa anon you goddamn. cuoonpu sou ouauov» aoavonuv-uoo unanuo undo-ohm unann- cannon: unatt- ca.- .ouos- an 3.6 .900 on. . ocubohn rhummuzzhu HHS—b 03.5 g IONSOZOOH 5303 .m0 400:0» 83.3 .3530 on. one..." up conga-v .525 202.03 “H.200 §OJO Aswan—Zn m w._.<.._n_ w “Oh. 3:9 h€§ $03 sstk. n—,’i—*——,n———u 31 Slightly more than one-half (57. 6%) were teaching in new depart- ments which were equallydivided among the three levels. Older and temporary housing were occupied by 9. l per cent. Of these, several indicated plans for new buildings within the next few years. The remain- ing segment (33. 3%) were teaching in remodeled rooms. The reSpondents were teaching only clothing classes in 80.6 per cent of the rooms. The remainder of the rooms (19.4%) were used to teachjother phases of homemaking plus other unrelated subjects in addition to clothing classes. Room size varied considerably. The smallest rooms were found in one high school and in one college. They were 25' x 24' and 26' x 24' reSpectively. The latter, a college clothing room only was equipped with nineteen individual self-contained unit tables (see Plate II, page 30). The high school room had a unit arrange- ment of equipment. These were also the only square-shaped rooms, the others all being rectangular. The longest room reported was 67' x 27' (junior high school) and was an all-purpose room. Complete sewing centers were contained in each corner of one-half of the room. The narrowest room (college) was 19'6" x 32' and contained a variety of equipment. The average size room was found to be approxi- mately 46' x 26'. Objective I. To Obtain Information About Unit Sewing Center Equipment Being Used Types of Equipment Being Used The Glover Homemaking Unit was used at all three levels. Although the Hamilton, Mutschler, and St. Charles units were found in colleges and high schools, 50 per cent of the colleges were using their own designs. More self-contained unit tables were being used by the 32 colleges while the three types of unit sewing center equipment were about equally divided at the high school level. There were no unit tables being used in the junior high schools (see Table IV). Table IV. The Types of Unit Sewing Center Equipment Being Used at the Three Teaching Levels College High School JuniOr High School Types of Equipment No. % No° % No. % Self-Contained Unit Tables 8 66.6 6 37.4 2 40.0 Unit Tables 2 16.7 5 31.3 - ---- Unit Arrangement 2' l6. 7 5 31 . 3 3 60. 0 Use of Equipment in an All-Purpose Room More than one-half of the college teachers who had self-contained unit tables said they could not be used in an all-purpose room. The ma- jority (83. 3%) of the high school teachers with this same type of table agreed. The unit table could be utilized according to all of the high school teachers but only one-half of the college teachers felt this way. All the senior and junior high school teachers indicated that the unit arrangement would be satisfactory for an all-purpose room. The college teachers were equally divided in Opinion as to the possible use of the unit arrangement. Number of Students and Classes The number of students accommodated in a unit varies with each type of school. This was also true with the number of classes per day that used the equipment (see Table V, page 33). 33 Table V. Variations in Unit Accommodation and Use at the Three Teaching Levels Number of Students Number of Classes Per Day Level of Teaching Accommodated in a Unit that Use the Equipment Most Range Common Range Average College 1-2 1-2 1-5 3 High School 1-4 4 3-7 ? 5 Junior High School 2-6 4 2-6 5 Irons Per Student At the college level, two students usually share an iron. The average is five students per iron in the senior and junior high schools. Cutting Area Seventy-five per cent of the college teachers reported doing all the cutting in the unit. The other 25 per cent either used cutting tables, equipment in another laboratory, or cutting boards. Less than one-half of the high school teachers (43. 7%) mentioned using only the unit for cutting. They supplemented cutting Space by using cutting tables, counters in the clothing room, and tables in the foods laboratories. The junior high schools used the units or cutting tables. Seating Twenty-five per cent of the high schools had benches at the machines and chairs at the tables. One junior high school had stools that swing out from the four corners of the table. Several college teachers mentioned other features such as : adjustable height, casters, padded seats, and the use of a "regular secretary's chair. " Metal legs with 34 fiberglass bodies or wooden backs and seats were other forms. The Glover Company has developed a special low backed revolving chair which is a companion piece to their Homemaking Unit (see photograph in Appendix III). The majority, however, had wooden chairs with backs. Storage of Personal Belongings Provision was made for the storage of personal belongings carried by students from class to class by more than one-half at all three levels. This was especially true in the colleges (83.3%) where Space was provided in the units or in hall lockers. The high schools most frequently utilized the space in the tote tray cabinets when the drawers were removed. Objective II. TO Determine Satisfaction with Present Equipment Changes in Equipment When asked if they would make changes if selecting or designing equipment a second time, 42. 4 per cent of the total sample stated they would not. Of the college group who had self-contained unit tables, 37. 5 per cent wanted or had made changes in their equipment. The St. Charles units did not have enough space at the back of the sewing machine to hold the fabric. A drop leaf was given as a suggestion to remedy this situation. The Mutschler center storage drawer could also be improved upon. One-half of the college teachers expressed a desire for pressing equipment storage in their unit tables. One-third of the high school segment who had self-contained unit tables listed the following changes: a stop on the pull out machine, the addition of a foot control holder, and the closing of an opening to keep the bobbins from drOpping out on the Hamilton unit; and more length added to the Mutschler unit. 35 Table Surfac es Of the group who had Formica table tops, 87. 5 per cent expressed satisfaction. Dissatisfaction with Formica appeared at all three levels to an equal degree. The reasons given were: (1) too slippery but balanced by durability, (2) edges chip, and (3) finger prints will not come off. Table VI. The Types of Table Surfaces Being Used by the Entire Sample Material Percentage Formica . . . . ....... . . . . . ...... 72.7 Wood........ ..... 18.4 Cork 6.1 Other (Asphalt Tile, etc.). . . . . . . . . . . . 2.8 Thirty-three per cent dissatisfaction, all at the college level, was evident among the group who had wooden table surfaces. The reasons mentioned were: (1) too soft a plywood was used, (2) it must be kept waxed, (3) one had to be careful about water, and (4) a heat, scratch or mar resistant finish was preferred. The owners of cork and aSphalt tile covered tables were all satisfied. Outlets Floor outlets were the most satisfactory type for self-contained unit table and unit table arrangements. A difference of Opinion was noted, however, in the type of floor outlets. One respondent stated that they should be flush with the floor, while another intended to have hers raised since they had been damaged in mopping. 36 Wall outlets were unanimously unsatisfactory for both self-con- tained unit tables and unit tables, but satisfactory for 75 per cent of the group who had a unit arrangement of equipment. Objective III. To Learn Preferences for Equipment Type Preferred Teachers at the three levels most often mentioned the self-contained unit table as the type of equipment they would prefer in their clothing rooms (see Table VII). All but one teacher who had this type of table . preferred it. Table VII. The Type of Unit Sewing Center Equipment Preferred by Teachers at the Three Levels a Percentage Type of Equipment College High School AJunior High School Self-Contained Unit Tables 66.7 68.7 60.0 Unit Tables 8.3 6.3 20.0 Unit Arrangement 16.6 18.7 20.0 No ReSponse 12.6 6.3 ---- Note: Totals may exceed 100 per cent because of multiple responses. T eacher' s Demonstration Unit Fifty per cent of the college teachers, 18. 7 per cent of the high school teachers, and 20 per cent of the junior high group had separate teacher demonstration units. A similar reSponse at all three levels indicated that such a unit would be desirable (see Table VIII, page 37). 37 Table VIII. The Importance of a Teacher's Demonstration Unit Indicated by Teachers at the Three Levels ;-==.- Percentage Importance College High School Junior High School Essential 16.7 6.3 -- Desirable 66.6 68.7 60.0 Unnecessary 16.7 18.7 40.0 No Response -- 6. 3 —— If the teacher did not have a separate unit or area, the usual procedure was to use one of the student units. Demonstration Mirror Seventy-five per cent of the college group and 60 per cent of the senior and junior high segment stated that a demonstration mirror would be desirable. An almost equal portion among all three groups said it was either essential or unnecessary. One college teacher noted that a demonstration mirror would reverse procedures but this is a mistaken opinion. Grooming Center A grooming center was more important in the secondary schools although 25 per cent of the college teachers said it was desirable (see Table IX, page 38). Pressing Boards The responses were very dissimilar when the reSpondents stated their preference for the type of pressing board to be used in a unit (see Table X, page 38). 38 Table IX. The Importance Of a Grooming Center Indicated by Teachers at the Three Levels Percentage Importance College High School Junior High School Essential ---- 12. 5 40.0 Desirable 25.0 56.2 40.0 Unnecessary 75.0 18.8 20.0 NO Response ---— 12. 5 --»-- Table X. The Type of Press Board Preferred for Use in Each Unit . Sewing Center by Teachers at the Three Levels Percentage Type Of Board College High School Junior High School Sleeve Board 25.0 25.0 20.0 Skirt Board 8.3 31.4 ---- Standard Floor Board--- ..--.. 60.0 Sleeve and Skirt Boards 16.8 6.2 ....-- Sleeve and Floor Boards ....-- 6,2 ---- Skirt and Floor . Boards 8.3 ..-..- -....- Sleeve, Skirt, and Floor Boards 8.3 ..-- ---- Combination Board (See Appendix III) --- 6. Z -....- Pressing Cushion ---- 6. 2 ---- Built-in Board (Like Glover) ---- ---- - 20. 0 Other (Did not specify) --—- 6,2 ---- No Response 33.3 12.6 ---- 39 Small Equipment The teachers were asked to, ”Check those items of small equip- ment which you feel are essential in each unit. " The college teachers noted that their students usually supply their own small equipment. The items varied in importance within the three groups. The college segment were most concerned with pressing equipment while the junior high school teachers mentioned these pieces least often (see Table XI). Table XI. Small Equipment Considered Essential in Each Unit Sewing Center by Teachers at the Three Levels Percentage Equipment College High School Junior High School Tracing Wheel ’1‘ 75. 0 80. 0 Tracing Paper >i< 75.0 80.0 Tracing Board 16.6 31. 2 --~----- Cutting Shears * 56. 2 80° 0 Small Scissors 50.0 60. 0 Pressing Cushion 75.0 93.7 20.0 Pounding Block 50. 0 43. 8 20. 0 Point Presser 50.0 56.2 60.0 Pressing Cloths 66.6 62.5 40.0 T-Square 16.6 6.2 ..--.. Yardstick 25. 0 25.0 20. 0 TranSparent Ruler 43. 8 60. 0 Measuring Gauge 31.2 60.0 Zipper Foot 50.0 75.0 60.0 Machine Attachments 25. 0 18. 7 40 . 0 J «(Students supply their own° 40 "Others" suggested by the reSpondents included standard pressing equipment which the author assumed would be part of the unit. In addition, the following were listed: seam guides, machine instruction booklet, pinking shears, buttonhole and zig zag attachments, tailor's chalk, and hem markers . Objective IV. To Garner Opinions Related to the Arrangement of Equipment Group Arrangement When asked if they had taught using the group arrangement of equipment, 90. 9 per cent responded in the affirmative. The group arrangement was thought to have disadvantages by 75. 7 per cent of this segment. "Time wasted" followed by "Too much traffic and movement" were the most frequently suggested disadvantages (see Table XII). Table XII. Disadvantages of the Group Arrangement Suggested by Teachers Who Have Used this Type of Equipment Mentioned Frequency Disadvantages Percentage Time wasted . . . . . . . . . . . . . . . 36.4 Too much traffic and movement . . . . . 30. 3 Confusion and congestion . . . . . . . . 21. 2 Leads to noise and visiting . . . . . . . 15. 1 Not efficient . . . . . . . . . . . . . . . 12.1 Students cannot keep supplies with them 6. l Wastes steps. . 0 Inconvenient . 3. 0 Less likely to press . 3.0 Less management of time and energy . 3. 0 41 Unit Sewing Center versus Group Arrangement The respondents at the junior high level were unanimous in their opinion that a room is more orderly and easier to supervise with unit sewing center equipment than with a group arrangement. Most college (83. 3%) and high school (87.5%) teachers agreed. Similarly, 75 per cent (college), 81. 3 per cent (high school), and 80 per cent (junior high school) indicated that more talking and visiting would occur among students using the group arrangement. One high school teacher, however, felt there was no difference and that it was a matter of discipline. The majority at all three levels agreed that more student and teacher satisfaction results from using the unit sewing center method of arranging equipment. Carry over for efficiency in home sewing was indicated as another result. Several of the college teachers were of the Opinion that the type and arrangement of equipment depends on what is to be taught. They felt that unit sewing center equipment was more satisfactory where a great deal of construction occurred but preferred to use the group arrangement for advanced students who were working with flat patterns and draping. Unit Arrangement Opinions varied considerably on the question of whether or not the organized arrangement of traditional clothing laboratory equipment (unit arrangement) would be comparable in use to the self-contained unit table or the unit table arrangements. One-half of the high school teachers indicated an affirmative answer while 25 per cent replied nega- tively (25% did not reSpond). Fifty per cent of the college group and the majority of the junior high school teachers said it would not be 42 comparable (16.6% of the college segment said "yes" and 33.4% did not respond). Several high school teachers offered the following comments: (1) space does not usually permit the unit arrangement, and (2) it is not entirely comparable but it will be better than the group arrangement. 4.3 axoL¢3<¢ FEES 25:? game 25a .2385 Man x8900 20 O“ 2~(£ a mi JO (L. Will. Ila illillilmlm nA iv: must-Rot: (Ottzc NJ;.KL. W.I.\ - ¥ zbosd— toot ezzli «3. «on 5.54.50 m unto >733; SA .35.. $ (tutu B m._.>t gee-84 1. v m IL...3 Sh‘ Ill‘l‘J 1|]— hJ‘IoF n _ Flat (3 huhg‘qa 49 A mirror with a light and Side sections that open to form a triple mirror could be placed above. 'The number of sewing machines remains the same as in the present plan. There are twenty for students use and one for the teacher. In both prOposed plans standard floor pressing boards may be used at the east wall outlets for final garment pressing. Plan I One attempt to improve the situation is a rearrangement of the present equipment into a unit arrangement (see Plate V, page 48). It was stated earlier that Johnson believes a separate machine located near a movable table with adjacent pressing equipment can be used for any age student and in any type of room (see page 8). This plan does not consider the installation of floor outlets Since wall outlets were satisfactory for seventy-five per cent of the reSpondents to the questionnaire who had unit arrangements. Additional wall outlets ‘ are necessary, however, on the Short west wall and at each cut and press table. Here they should be installed at a higher level with signal lights added. The major expense in this plan, in addition to the removal of the wall section, is the electrical work. An extension cord of heavy rubber will be required at each unit. It will lie under the table between the table legs. The cords will have to be crossed only at the demonstration unit and unit IV. The cords will need to be covered and made stationary at these two locations. The two cutting tables have been assigned the additional function of pressing space. Lee stated that ". . . cutting tables are almost never 1 Cutting height may justified from the standpoint of expense and use. " have to be sacrificed for pressing height since the latter is done more frequently. The demonstration unit pressing area may be utilized by the students. (The machine is not planned for student use, however.) 1Lee, 31. 50 83E. b2: 82.5.2863 mm m 72.: Samoan 3 a nuanch wt 4»: “bl—tote; 02.3U0 .......................... ZUICJW % atonzacnulltllllj . b|_E3 nu Hwtfia 51 Six students may press simultaneously in different areas of the room with this arrangement. Additional pressing boards and irons, plus more small equipment items, will add to the expense of this plan. Receptacles for storing pressing equipment below the cut and press tables and in the southwest corner can be constructed by the school's industrial classes. Flexibility is maintained with this plan because the equipment is not installed and can be moved or rearranged at any time. Plan 11 Since 68. 7 per cent of the high School teachers who responded to the questionnaire preferred the self-contained unit tables, the author experimented with this arrangement for her laboratory (see Plate VI, page 50). The Hamilton and Glover models were considered. The drawings represent the Shape of the two units when the equipment is being used. They are drawn to the scale of oneefourth inch equals one foot. ..__l—l__r“l__, - Hamilton-Stout Sewing Table Glover Homemaking Unit Style A The Glover model was chosen because: (1) floor Space did not permit as orderly an arrangement of the Hamilton unit as the Glover unit, (2) the tote tray cabinet could be removed since tote drawer storage is built-in in the Glover unit, and (3) more pressing Space would 52 be available since the Glover model contains two builtein press boards in each unit. The cutting Space is more limited with the Glover unit than with the Hamilton unit because the latter has a leaf which extends the area to 90" x 64". Since more time is Spent pressing than cutting, this feature was by-passed. Although time and steps are saved with the Glover unit by not traveling to a tote tray cabinet, greater problems may be created because the tote drawers have to be shared in order to accommodate six classes. (Drawer dividers are supplied by the manu— facturer. ) Wall outlets were unanimously unsatisfactory for self-contained unit tables according to the respondents to the questionnaire. Therefore, this plan will require major remodeling to install floor outlets in addition to the removal of a wall section. The purchase of new equipment would increase the eXpenses considerably even though the sewing machine heads from the present equipment could be utilized. (See Table XIII, page 53, for the cost to equip one unit sewing center using a self-contained unit table. Each school will determine the number of students per item of small equip- ment. ) The emphasis with the self-contained unit tables will be on efficiency and the management of time and energy. It is hoped that students will be encouraged to use the prOper techniques because the equipment is readily available. This plan eliminates the need to travel to various parts of the room. However, instruction in the prOper use of the tables will be necessary if the equipment is to be used effectively. 53 Table XIII. The Cost to Equip One Unit Sewing Center Using a Self- Contained Unit Table Item List Price Glover Homemaking Unit--Style A . . . . . . . $500.00 Singer Sewing Machine--Head No. 404 (Two) . 299.00 Steam and Dry Iron (Two) ...... . . . . . . 30. 00 Pressing Cushion . . . . . .......... . 3. 50* Edge or Point Presser . . . . . . . . . . . . . 2.00* Pounding Block . ..... . . . . . . . . . . . 2. 00* Press Cloth (treated) . . . . . . . . . . . . . . . 79 Cutting Shears. . . . . . . . . . . . . . . . . . 4.00 Small Scissors . . . . . . . . . . . . . . . . . 2.50 Tracing Wheel . . . . . . . . . . . . . . . . . .69 Tracing Paper . . . . . . . . . . . . . . . . . .25 Zipper Foot . . . . . . . . . . . . . . . . . . . 1.45 Machine Attachment (Buttonholer) . . . . . . . 12. 95 Transparent Ruler . . . . . . . . . . . . . . . . 25 Measuring Gauge . . . ....... . . . . . . . Z9 Yardstick . . . . . . . . . . . . . . . . . . . . .39 T-Square . . . . . . . . . . . . . . . . . . . . 1.90 Total $861.96 >1; "Patterns for these items are found in Appendix III. Evaluation of the Floor Plans Limitations of the Ratings A panel of five judges rated each floor plan. Two of the panel members were familiar with the clothing laboratory; the other three had 54 not seen the room. The author regrets that the judges did not have the Opportunity to read the entire study for background information to aid them in their evaluation of the floor plans. Comparison of the Ratings Each floor plan was rated on seven features. The scale was as follows: (4) Excellent, (3) Good, (2) Fair, and (1) Poor. Table XIV. A Comparison of the Ratings by a Panel of Five Judges of the Present and the Two PrOposed Floor Plans for a Specific Clothing Laboratory Present Plan Plan I Plan II Group Unit Self-Contained Feature Arrangement Arrangement Unit Tables Travel distance to various areas 1.8 2.8 3.8 Accessibility to: Cutting area 1.4 3.0 3.6 Sewing area 2. 2 3. 2 3. 8 Pressing area 1.0 2.8 4.0 Probable lack of confusion 1. 6 2. 6 3. 8 Visibility of demonstration area 2.4 2.0a 2.8b Comfort and convenience in use 1. 8 2. 6 3. 8 Amount of equipment for 24 students 2.5 3.0 3.8 Efficiency of plan as a whole 1. 6 2. 6 3. 8 aCould be 2. 4 with chairs moved. Could be 3. 2 with chairs moved. 55 Proposed Plan 11 with the self-contained unit table arrangement received the highest rating in all features. The most significant increase in rating over the present plan occurred in Plan II with accessibility to the pressing area and efficiency as a whole. The present group arrangement was rated higher than the unit arrangement (Plan I) on visibility of the demonstration area. Plan I and Plan 11 ratings for this feature could be increased if the students were permitted to move their chairs closer to the demonstration unit. The judges were asked to offer comments and suggestions for each of the plans. A summary of their comments follows: Pres ent Plan— - Group Arrangement Three of the judges said this plan appeared crowded and especially SO near the doorway. One judge felt the plan was excellent for classes other than construction. Another indicated that the methods of con- struction taught would affect the satisfactory use of a room equipped with a large number of sewing machines but limited pressing equipment. The number of machines for twenty—four students was excellent but the quantity of pressing equipment was poor. Plan I- — Unit A rrangement Several judges mentioned the need for more pressing areas closer to unit IV. There is more passage way near the entrance door with this plan. One rater thought the room looked larger while another felt the south side would not appear so heavy and crowded if unit IV re— sembled the other units. She thought the north side was excellent. One panel member suggested that the author investigate the possibility of a machine cabinet that would be a comfortable height for writing or hand work and replace some of the long tables. One judge was not sure that " .r‘ 56 much had been gained and that cutting Space had been cut down. Another felt that a demonstration mirror would be a great asset to the visibility of this area. Plan II--Self-Contained Unit Tables This plan was the most orderly appearing according to one rater. Several had worked with this type of equipment and one stated, "It was wonderful to work and teach in the room. " Another commented that, "Room is crowded near the units and traffic is a problem, I know from experience'." She also stated that discipline and noise could result since talking was stimulated in the units. The other rater who had worked with the units permitted the students to choose their partners and she felt they worked very well together. Lack of flexibility and the disadvantage of floor outlets were mentioned by others. One panel member questioned the adequacy of the pressing boards. The waste space near the fitting area would be reduced when floor pressing boards were set up according to one judge. She also cautioned that borrowing of equipment results without careful supervision. It is apparent that students need instruction in the prOper use of the tables. 3 CHAPTER VIII SUMMARY AND SUGGESTIONS FOR FURTHER STUDY Summary This study was made: (1) to become familiar with unit sewing center equipment available on the market, (2) to assemble this infor- mation into one source, and (3) to learn satisfactions and Opinions related to equipment and the arrangement of equipment. New floor plans were then drawn incorporating the knowledge gained through visits to eleven high schools; correspondence with manufacturers, retailers, and school personnel; and a questionnaire distributed to college and secondary School clothing construction teachers working with unit sewing center equipment. An interest in building and remodeling clothing rooms was evident since the majority of the teachers were working in new or recently re— modeled departments. Those teaching in older buildings indicated plans for new housing within the next few years. However, some of the new clothing rooms and the ultra modern kitchens had little in common in regards to- efficiency and planning. The tendency today is to omit the separate fitting room because fitting demonstrations have value and should be viewed by all the stu- dents. Folding screens or sliding accordion type doors were popular means Of gaining privacy. Grooming centers were more important at the senior and junior high school levels. Teacher demonstration units were considered desirable by approximately two-thirds of the teachers but not too many had one currently. They were more common at the 57 58 college level. Although either the straight or parallel arrangement of equipment was satisfactory for a teacher demonstration unit, the prime concern should be its convenience. Threeufourths of the college group and one-half at the senior and junior high school levels indicated that a demonstration mirror would be desirable. Storage for personal items carried by the students was provided in approximately one-half of the schools and particularly at the college level. Co-Operative efforts between manufacturers, architects, cabi- net makers, and home economics teachers have resulted in unit sewing center equipment designed to meet the Special needs of modern clothing laboratories. Five manufacturers and three sewing machine companies were found to make standard models of self—contained unit tables and unit tables. Many are Similar in size when closed but differ in Size and Shape when the equipment is in use. The common Shape when Open is [’J . The majority of the sewing machines roll out from under the table. When in use the heads lift out as in the conventional type of cabinet. Of the five models studied, four were constructed of wood and the other one of steel. Some changes were indicated by the teachers to make the equipment more useful. The sewing machine company unit tables were all made of wood and have several unfavorable features which limit their function. One to two students were assigned to a unit at the colleges while four was the common number for the secondary schools. Although chairs with plastic molded bodies and metal legs appeared to be popular in the newer departments, the majority of the rooms were furnished with wooden chairs with backs. Unit sewing center equipment can be very expensive depending upon the type utilized. Formica or other laminated plastics were the most common table surface. Natural finishes were preferred over colors. Preferences for the type of press board to be used in each unit were very dissimilar. In regards to small equipment for each unit, the college teachers were 59 most concerned with pressing items while the junior high school segment mentioned these pieces the least Often. Pressing equipment was quite important to the high school group. All three levels mentioned self- contained unit tables as the type of equipment they would prefer to have in their clothing rooms. Floor outlets were the most satisfactory for self-contained unit tables and unit tables. Wall outlets were satisfactory for three-fourths of the teachers who had a unit arrangement. Traffic, movement, and time wasted waiting for equipment were the most frequently mentioned disadvantages of the group arrangement. Opinions regarding unit sewing center arrangements indicated they were more orderly, easier to supervise, and resulted in more student and teacher satisfaction and carry over for efficiency in home sewing. The unit arrangement appeared to be the most suitable type for an all—purpose room due to its flexibility. The two proposed floor plans for a specific clothing laboratory received higher ratings than the present group arrangement plan although the ratings had limitations. The unit arrangement plan would be the least expensive one since it involves the rearrangement of present equip- ment. The major expenses would be the removal of a wall section, some additional wall outlets, and the purchase of more pressing and small equipment. The self-contained unit table arrangement would be far more costly because it necessitates major remodeling of the room in addition to the purchase of new and more equipment. When this study began, the author intended to make recommenda- tions of equipment and its arrangement. She now feels that each teacher and school must make their own decision as to the type and arrangement that will best serve their needs. It is hoped, however, that this assemblage of information pertaining to unit sewing center equipment will be useful toward that end. 6O Suggestions for Further Study After having completed this study, the writer feels that research on the following suggestions would be helpful: 1. Studies to determine equipment and arrangement preferences of adult women enrolled in evening clothing construction courses. 2. Studies to determine student preferences for equipment and its arrangement at the three levels-”college, high school, and junior high school. 3. Studies to determine the most satisfactory Size table for a unit arrangement of equipment. 4. Studies to determine the actual time and motions saved with a unit arrangement or a self-contained unit table plan as compared with a group arrangement. BIBLIOGRAPHY Articles and Periodicals Alexander, Margaret. "Trends in Homemaking Education in the High Schools of Today, " Journal of Home Economics, XLVII (October, 1955), 577-580. Ankrum, Faye. "Clothing Construction is Easier with New Compact Sewing Units, " Practical Home Economics, XXXIV (November, 1955), 16-17. Beranek, Helen. "Setting Up a Homemaking Department, " Forecast for Home Economists, LXVI (October, 1950), 18-19, 62. ”The Clothing Area of the All-Purpose Room, " What's New in Home Economics, XVI (May, 1952), 40-41, 96-98. Fowler, Una Dowds. "The Teachers Role in Planning the Homemaking Department, " Practical Home Economics, XXXIV (October, 1955), 32. Friesen, Maria S. "Modern Sewing Methods vs Antiquated Labs, " Forecast for Home Economists, LXXII (June, 1956), 31, 49. Henry, M. Frances. "Facilities for Teaching Clothing and Grooming, " What's New in Home Economics, XVI (June, 1952), 28-31, 79. ”Home Economics Education, " American Vocational Journal, (March, 1960), p. 10. Johnson, Muriel. "Unit Tables for Clothing Laboratories, " Journal of Home Economics, XLVIII (February, 1956), 91~94. Kiene, Julia. "Keeping Laboratories Up to Date, " Journal Of Home Economics, XLIX (November, 1957), 698-700. Kirk, Alice. "Improved Clothing Laboratories, " Journal of Home Economics, XLIII (June, 1951), 426-427. 61 62 Link, Charlotte. "Designing Home Economics Space for Secondary Schools, " Forecast for Home Economists, LXXV (September, 1959), 13-15. Linn, Alice. "Trends in Teaching Clothing, " Practical Home Economics, XXVIII (September, 1950), 331,362. Mabry, Beatrice. "Setting Up a Sewing Area, " Forecast for Home Economists, LXVII (November, 1951), 36—37. McCormack, Lucy. "Efficiency Built In, " Journal of Home Economics, L (June, 1958), 414-415. Peterson, Eleanora. "Demonstrations Aid in Teacher Education, " Journal of Home Economics, XLVIII (December, 1956), 786-787. "Purchasing Equipment on the School Plan, " Practical Home Economics, XXXVIII (February, 1960), 32-33. Rathbone, Lucy and Tarpley, Elizabeth. "Student and Teacher Co- operation in Clothing Construction Courses, " Journal of Home Economics, XLIV (February, 1952), 101-102. "Setting for Teaching Clothing in High School, " What's New in Home Economics, XXIII (February, 1959), 42-44, 80, 82, 84, 86. ”Sewing Units, " Practical Home Economics, XXXII (February, 1954), 25-29. Shank, Dorothy E. "Teachers Gave Us Their Point of View, " What's New in Home Economics, XIX (October, 1955), 54, 110. Shepherd, Ardell M. "Making Maximum Use of Equipment, " Forecast for Home Economists, LXXVII (March, 1961), 26—27, 47. Sturm, Mary Mark. "Modernizing Clothing Laboratories, " Practical Home Economics, XXXII (February, 1954), 23-24, 30. Weston, Bridget. ”Planned for Present and Future, ” Forecast for Home Economists, LXXIV (March, 1958), 17. Whitesel, Ritta. "New Contour Unit Designed for Modern Clothing Laboratory, " What's New in Home Economics, XVII (September, 1953), 78-79, 210, 222. 63 Pamphlets Cushman, Ella M. Organization of the Sewing Center in the Home. Ithaca, New York: Cornell University Agricultural Experiment Station, Bulletin 492, 1929, p. 17. Fowler, Una Dowds. Planning and Using Storage for Effective Teaching in Homemaking. Washington, D. C.: Department of Home Economics, National Education Association, Bulletin 1956, p. 3. Lee, Ata. Space and Equipment for Homemaking Programs. (Misc. No. 9) Washington, D.C.: Government Printing Office, 1950, pp. 1, 30-31. Unpublished Mate rial Bennion, Marjorie Prior. "An Evaluation of a Proposed Unit Arrange- ment for the College Clothing Laboratory. " Unpublished Master's thesis, College of Home Economics, Utah State Agricultural College, 1950. Johnson, Muriel Helen. "An Investigation and Comparison of Some Self—Contained Unit Clothing Tables. " Unpublished Master's thesis, New York State College of Home Economics at Cornell University, 1956. Jones, Elizabeth Mohr. "An Analysis of Demonstration Units for Teaching Clothing Construction. " Unpublished Master's thesis, College of Home Economics, Purdue University, 1955. Sullivan, Kathleen Andrea. "The DevelOpment of Several Home Like Sewing Centers in a High School Classroom. " Unpublished Master's thesis, Pennsylvania State College, 1951. Other Sourc es Personal letter from Harry Appleby, President, Bavinco Manufacturing Corporation, Buffalo 11, New York, March 3, 1961. Personal letter from E. L. Erickson, Founder-Owner, E. L. Products, (Ames Powercount Company). Brookings, South Dakota, May 8, 1961. Diagram with report and letter from A. Dee Glover, Glover Manufacturing Company, Box 4093, Austin 51, Texas, May 18, 1961. APPENDIX I INSTRUMENTS 64 05 CW? RVnTIQH LEG INTMD School Aridt‘es 3 Len,=; uh of class period? dumber of students? trad clove}. ? lgl'Ochus 1301.: ‘3 13:. 1f” ...-‘c e? W'iufacturei of ta71.cs o, cupboalds , etco? M13 (333 of ani‘acourer? ill-3013113. Q '5 94-: Prief desoliptim TA.LES k‘ CHAIRS finCfilNES P11" .151le ES CUTTING IS there a teacher demonstration area? ~d? E-{ow are demonstrations conducts 7T 7“ 1 I, J. 5.571 t of t:im 9 taken by class on observation day to o" ‘ ‘ 1 ”in .1? ' hgflinu Tracks? 1) at (3 UI“"' 2L.uIIV" start working on projects? of mEleP types of equipments W SIZE N0. 30o «I’L- i'u‘Oo 1'3 CARD 8 ... N0. IRONS " Di“ .1; NO Is a place provided for books, purses, etco? $38 NO if yes, where? doom tr inc or amount Of movement in room. HUGH 80nd VERY LITILE NOEB at or}. .nts r are. in in own are a. ALL THE T1233 EOST OF Tti“ "’ 4.1315 PhitT {)F The "lab. Standing in line waiting for use of equipment. MUCH . HE VEnY LITTLE NONE aln.nv or visiting among students. MUCH 5015‘P VERY LITTLE NONE Students working on assigned projects. ALL MOST 803E NOSE Students doing other than that is eXpected. ALL MOST 503E NONJ iconsrat io n between teacher and students. fiUCH 5338 VEnX lITTLE NONE amount of time taken by students on Oboe: .o sin: ipme nt checked? YES NO If yes, in'MISt manner? :35”? 5') oral impression of learning exp erience TVatiOn day to put project and Supplies away._pfl and students attitude toward their project. .o--..—-- ...—W -__..-.'.. ---. Alwyn—3- .- ..-...m - .A. .wv 1.»- .-nr ..-- "...zn- -.- ...... 1"” .. -..“ .... n. . —. w-c-‘n ‘._ w-..- .~~.....-‘ .-. ...."hL .~ ....) .. , ...“... .. . .ln| itl'nItJ in... ‘Dt l-)l- u t..tul.ol. 11.10516 ... l. |.J\n.( l.l. I. ..lfi‘111Iw...l. 211111.41, IL.V:YUII. 'tl- | twill- I! lullx‘fllllit.vilnlilu It! Il‘iis’.i‘i.‘rllil.lt . I17“ ......» . «.1!!! r 1|.Iv... JI\on0-.. .I' all): ‘ K -|!1 L ..I . ,. Eva-I31 (r ‘ “5.:va .1!,. . ...}..AL? . "1.. f“.1rllwi1 .lftiull'dq Lnl‘VLQ\Uu . Z Ink-‘1'J‘i‘l‘ 1.: “cu—n.“- ... ...... . _ — . unuo—— -. u-I—u—'§‘--o.“.--‘~. E E 0.... I.‘ .' * ..- '1 .. .. ~- 1 , .-.- ~. » an, -_ a - . \ - 1 o» —'<\ x. -‘. .~ -.‘ " .-~ . ‘ 1 . 1 ‘1 " .-.. f _ - . ‘ ' .... _‘l 1‘ --- L». - ... If.)..L .: ‘ (7 ‘I it”; ‘1 '77 'V, ‘. ' I x. I _ J... I ‘ 1‘ \ ',‘ .' r I -‘. .- : . - e,‘ .1 . . ..J a, "n - 3 7:1 .1 .1 —' ,1..-“ .11.»: I.‘ in: .-,—~ .- - \ '0 ..— J -...L t...’ 1‘ . - . w- 3 ., a ‘u‘ I. ‘ f“. '4‘ 1 ‘1). fig. " I ~ . . . 1‘.) ~11 1'4 '.1.. 1...: 5 .Lu ., .. ‘ T . |, \w ‘ , I" - .--. .... t1. ( «.1 .-..--“ ‘-'\40"A 1.. 11- o'- 41.11.41-4..l.. 5" ‘ f““."r2!: ’ ."I 2‘ * " r'ww . a {-.~.. .-.*—,~. 1 “‘1 t 31'} i ;.v...‘-_)‘__ \4— -a., J ..2 ...V L'J -...l.‘LJ.:..-- ‘r11.!I‘ZL')'"’:_-~l‘ .m— 7 _ 7.“: "-F‘V"Vfll ‘LA’ICV‘I smer¥*er‘fi.-v-’vwv . . O ‘ . ~ ‘ ‘ . - . - . ~ . .‘ . ' r. . . . o - ‘ ' - o a ' , . , \ . . . . r) ' . u A . . . ' ... . .- I t . . I . . . I , , ‘ _ . . _ - ' O .._r.« . . . 4. i. q .. ¢ .......- .‘—.....u I..‘ a . .7 » O a... - ’ ' ‘ “-0 . . -- ~ . . .. . . . . _ . , ., - _ . y I . V. , . . . , - u . . I . ‘ . . . - .. . . . v ‘ . . . l O . . . h . . I o -» n ‘ ‘ . . . - .v’ w n I - . . . x . , . ‘ . , . . .... o .. . : ' . .. , u _ .. . v . ' ‘ . . . , o > 4 o ‘ ‘ .. . . . . , 5 . . , , ., - . . . . ‘ . . - ‘ n ‘ . _ . v .‘ s 7. 8. 9. 10. ll. 12. 13. 15. 16. 17. 18. 19. __ Colors, ___ Natural finish, __ Other 7/ Give the number of square feet of floor space the unit covers: In use Not in use The surface covering of the table is: __ Formica, __ Wood, Cork, Other _— '- specify Is this satisfactory? Yes __ No If the answer is No to question 6., please eJCpIain. What do you prefer on the table surface? specify ‘ Type of sewing machine used: __ Built in, __ Portable, __ Separate cabinet Type of chair used (Check in prOper column): L TYPE MATERIAL . Bench or Chair with Metal Wood 1 Plastic , stool back Source of electricity: __ Wall outlets, __ Floor outlets, Other _" specify Is source of electricity satisfactory? Yes No Is storage for tote trays provided other than on the work surface when the student is in class? __ Yes, If Yes, specify , __ No What provision is made for tote tray storage when the student is not in the room? __ In unit, __ In room cupboard, In hall cupboard, __ Other specify Is provision made for storage of purses, notebooks, etc. carried by students? __ Yes, If Yes, specify , __ No What type and size of pressing board do you prefer for use in a unit? Sleeve board, Skirt board, Standard floor board, __ Other - —- _ specify How many girls use one iron? __ 1|, _ 2, __ 3’ _ h, __ Other Is cutting done at unit entirely? __ Yes No If cutting is done at other than unit, what space is provided? __ Cutting tables, __ Counter space, _ Other specify specify Q ‘3 20. 21. 22. 23. 2h. 25. III. 1. 2. 3. h. 6. 7. 72 Check those items of small equipment which you feel are essential in each unit. Tracing wheel Pressing cloths __ Tracing paper _' T-square __ Tracing board —— Yardstick __ Cutting shears '7'— Transparent ruler __ Small scissors _- Measuring gauge __ Pressing cushion or ham 7"" Zipper foot __ Pounding block _ Other machine attachments __ Edge or point presser : Others Do you have a separate teacher demonstration unit or area? Yes No A ' Do you believe that a separate teacher demonstration unit or area is: Essential, Desirable, Unnecessary Do you believe that a demonstration mirror is: __ Essential, Desirable, Unnecessary If you use demonstration techniques but do not have a separate unit or area, how do you arrange the equipment for a demonstration? Do-you believe that a separate grooming center is: Essential, Desirable, Unnecessary EVALUATION OF EQUIPMENT ARRANGEMENT Directions: Check the blank which best represents your opinion. More talking and via ting is done among students using: __ Unit arrangement __ Group arrangement A room is more orderly and easier to supervise with: Unit arrangement __ Group arrangement More garments per student is produced with: Unit arrangement Group arrangement More student and teacher satisfaction results from using: Unit arrangement Group arrangement Carry over for efficiency in home sewing would result from students using: Unit arrangement __ Group arrangement Would the organized arrangement of traditional clothing laboratory equipment be comparable in use to the Self-Contained Unit Table or the Unit Table arrange- ments? __ Yes __ No My preference of arrangement is: Self-Contained Unit Tables __ Group arrangement _ Unit Tables : Unit Arrangement Please eXplain your choice. 49.. I . . ‘ a. . . n ‘7 . v ' ’ ' Q .. . I .- ’ -' '- . , . . . I . I ' . .- .. . 7 - 7 v ' . . ‘ ,_. ' 7‘ v ' I T . A . o - - _ 7 I ' _ . . 4 v . ' . I A u ' t. t . u . r r- ' I ' . A ' . ‘ I V' o . u . . ' . . . A _’ I . ’ ... - ..- . ‘ .‘ . 4 . Q ' n i V . w“ , , ' - . . ' I . , n . ~ ‘ . . v ' - ... O ( . - A I . ' ‘ . . .- . ' r l . . ' . . ' v v 1 o . ' e I. ‘ . o o | . U“. o- ‘ v . .. -..r. ‘ I ’ . I , ' “ (3 7 3 fi?l¥u°.-1TCOI-I 31335??? (Planned for 2h Stuécmts) Group Arrangement: lo Demenstratim area foamed by bringing machine 20 closer to deako An extension cord is comestec‘i to outlet on that wall. h‘esshig is done on the desk, E31111 ati ms 50mm to Both Prrfmwd Flang: lo 2. 3. h. 5°. 6. Wall section that formed fitting room removed, Btdltwin storage cabimt in former fitting room near mae‘riims is very high with heavy wooden sliding doors... Item used infrequently will be stored on right side so that machines will-not have to be moved very often. Triple mrror is stationaryo Standard floor ironing boards may be used at new outlets on East wall for final press of garments. Equipment is illustrated in 11390 New outlet on short West walla Unit Arrangement: l. 2. 3° 1:. The present equipment has been rearranged into organized mitso Plan does not comider possibility of floor outlaws An extant-31m cord of heavy rubber will be required. It will its water the table bemoan table legs. Cords will have to be crossed only at demonstration unit and unit 1V. Here the cord will have to be covered and nude stationarya An outlet added at each cut and pmss tablea Ouiflets raised with sigma]. lights addedo Demonstratim unit pressing area may be utilised by students, but not 3133111390 Selfuflentained Unit Table 3 : 19. 29 The Glover Homemaking Unit has been used. It contains all necessary pressing equipment including built-aim press hoards , moo searing marines, cutting and worldng space, and storage of all items including student's supplies, and seats four, Additional outlet on South walls 3. Floor outlets would be required for this arrangement. 74 EVfiLUA'l‘IOH 01“ FL 033 PM: KS (szeo for 234 Stwieote) Q Type of errangemut a; “at .2 -.‘f (1.3.11 412; DIRECTIONS: Do all three floor pleat-so er one sheet for eaeh floor plan Read the esplsmtim shooto Rate each question scoot-(ing to the scale: )4 ECEEJAEYH Circle the amber you chooseo 3 GOOD 2 FAIR 1 PUSH 10 have]. distance to varimls moseso h 3 2 1 20 Accessibility to: Cutting area, 1: Sewing area, 11 Pressing area 14 3 2 2 2 1 1 1 3o Probable lack of confusim. h 3 2 1 ho Visibility of demonstration area. b 3 2 1 50 Comfort and convenimcs in mm 11 3 2 1 6° Amotmt of mflpmmt for 2h stufimmo 70 Efficiency of plan as a Whole Hmwsr Hmwr J 8;, Sw-gestions and cowentso APPENDIX II LIST OF SCHOOLS VISITED LIST OF MANUFACTURERS 75 rx 0 76 SCHOOLS WHERE CLOTHING CLASSES WERE OBSERVED Illinois Bloom Township High School Chicago Heights Thornton Township High School Harvey 1151223 Griffith High School Griffith Hammond High School Hammond Roosevelt High School East Chicago Horace Mann High School Gary Tolle ston High School Gary William Wirt Gary Michigan Everett High School Lansing Holt High School Holt Mason High School Mason *Tawas Area High School Tawas :I‘Slides Viewed--Availab1e on loan from: Office of Vocational Education, Department of Public Instruction, P. O. Box 928, Lansing 4, Michigan. 77 LIST OF COMPANIES KNOWN TO BE MANUFACTURING UNIT SEWING CENTER EQUIPMENT June 1961 E. L. Erickson Products (Ames Powercount Company) Brookings, South Dakota Geneva Modern Kitchens Company Geneva, Illinois Glover Manufacturing Company, A. Dee Glover Box 4093 North Austin Station Austin 51, Texas Hamilton Manufacturing Company Two Rivers, Wisconsin J. J. Lane Company 2141-47 West Iowa Street Chicago 22, Illinois Mutschler Brothers Company Nappanee, Indiana St. Charles Manufacturing Company St. Charles, Illinois Singer Sewing Machine Company Central Agency P. O. Box 648 General Post Office Kansas City, Missouri Necchi Sewing Machine Sales Corporation 164 West 25th Street New York 1, New York White Sewing Machine Corporation Cleveland 11, Ohio APPENDIX III COMMERCIAL LITERATURE 78 PHOTOGRAPHS COURTESY OF CLOVER MANUFACTURING COMPANY , v a? -VM. . . ........ ..u H5?W».3Mhmr mug METHOD ELIMINATES COST AND CONFUSION OF “TOTE TRAY” GLOVER HOMEMAKING UNIT . n a o >qu. v .-.. 1“ V -V. ... . U . ... . "/ =£>a. "\. ~C y I -H. g a m .m s w d e . U-w O n . d ... .n r e O n ... g I l p m ..m Mb e m n .. ... .... m .. m n4. any h. r d S ...M. m a .w .... .l e 0 .w e H o d ........... 2 thz ..I n ...... I a f. ru 3 I . . ... H . m H s e f el . ............... ..... IrO. .md V O l N: ...”? .... 3.3:: O o/ sl bl bo “mu“ ...m . ....... 1: O .m "0 G “w m T . . r s O ... 8 m .1 , . nu”: .m 1' ‘m h p n o .u.. ... H...” D- l 5 WI C y .lub ”n“. .. .... .“fi. 4. - m” g a O “M a M n a .... ...-u. n ...A. t 3' I x.“ u n h a w o d g . ..... . .. .... S .l C r o .I a .....H. .. . s n U 0 .... S n ..n. r b w n u 5H . n.3,... .... a n a m .lab .....m a a ....u........ .. Ule s e ..l. s a. vac... a ID .I o e m .. ...». ....... . gm 5 g u C N e S ”a” .9... . .mzm. m .m .5 b .m u m M ..w.m...nr. ....» . k s k s f o o . .“.«..m._:.m... ....... h. -. .5..... r. ..v... . a m m m...” worm dh M . vu.u»o........” . . ........... . . ..... . . . ..... . . . . .........h....now.qn... H ......uunw5Mo r m C C e W m ..l p may 5 E .. . ........ .. e u n o o o S . . . .. O m s .- m g .. m t p s a . ................ . -.. ...... ..... ..V....>..... .... twin... . .. y O S O a r E O n.u.m...finu....xmfi......u . . nu v-... Hunt/Nu f O m C .h .m .... 0 ..n U R T x.n.u...-n.n.........33.”... . - .. . .. . Hf n k n r a P P S Rheum“... ............u..9.....uun. .. . a .m .w m m .m. s c.... gunman»;”Nahum”...“a“. _. v e .m f e u m M.a 3 4 .ngqnothoauuanoa. .. . . o .....n...-T1- . . . . . . o f t I ”-.fl.-aooo¢.vs..\ ....o . (3.1.3.. . .Ho . I c?. an '1’. I .. s I m f s m s c I 23.................... .. ...”...33. .. ......m. G .m e .... o e s 6 m u}: lug...“ ....W..._Q ...Wfivw. t e u g 0H .... m x ”Lima n doc. .m Cr .wa . .m .... \l‘lln4i!!~fi§z. ... n e In I e p.m 4k .lh C a V m m e r . 5 5| 8 t O o .... .I 6 0| 0“ ..n .. 3.? d Aw TTG Ce Tw . ..... t N S P d H n r a ...»... r T ....unm. U u c O .. 1' . .‘tfifoWi ' Equ Glover Homemaking Unit Specifications EACH UNIT CONSISTS OF: ONE 4’ x 6' HEAT RESISTANT MICARTA COVERED BLOND TABLE TOP laminated to a 3A" stabilized core under pressure with waterproof glue. TWO SEWING MACHINE CABINETS support the sewing machines level with table top when open for use. A post with rubber roller is adjustable to compensate for floor imperfections. Cabinets are mounted on double-extension, heavy-duty ball bearing glides and rubber roller so as to roll under and store the sewing machines leaving a free table overhang of 8V2". TWO IRONING BOARDS mounted in closets; each closet has one shelf and one remov- able asbestos-backed metal iron support and cord storage rack. TWENTY STUDENT STORAGE COMPARTMENTS . . . ten drawers (five on each side) with a removable divider. The drawer size is approximately ”90 cubic inches Or 17” x 14” x 5". EACH sewing machine cabinet and one of the ironing board closets has a double plug. The other ironing board closet has a single plug and fuse for the complete circuit; ironing boards are installed to fold into their closets which have doors equipped with magnetic catches. The entire cabinet structure is made of ash and other first quality materials and each piece is sealed on all surfaces and edges. All outside surfaces are smooth-sanded, filled, sanded, sealed, sanded, sealed second time, sanded, two coats tinted lacquer and one coat high solids water clear lacquer applied as final coat. All assembly is done with waterproof glue and screws; all screws being set into holes which are predrilled with drills ground to a taper which fits the solid body of the screws. The unit is three dimen- sionally braced and assembled so that it can be disassembled for convenience in shipping or moving. Each functional part can be easily removed for repairing or replacement by simply removing screws. All units are mounted on island base to provide 2V2" toe space on all four sides. Locks and /or casters are available on special order only. Sewing machines are quoted separately. X GLOVER HOMEMAKING UNIT 0 SPECIFICATIONS PatentNo.l76.848 . The General Contractor shall turnish and install (no. units)-__._ . TOP: Top shall be 4' O" x 6' 0" heat -.-Glover Homemaking Units manutactured by the Glover Manutacturing Company. P. O. Box 4093. Austin 5|. Texas. . MATERIALS: All lumber used tor the construction of the Glover Homemaking Unit shall be of select hardwood. clear and sound. tree from checks. and warping. Hardwood shall be of ash and elm. The exposed exterior shall be select hardwood. selected tor the beauty ot grain design. Inner partitions shall be ot Novoply selected tor strength and treedom trom warping. . ASSEMBLY: All assembly shall be done with waterproof glue and Phillips screws: all screws shall be set into holes which shall be predrilled with drills ground to a taper which tits the solid body of the screws. All units are mounted on island base to provide 2l/2” toe space on all four sides. The units are three dimensionally braced and assembled so that they can be disassembled tor convenience in shipping or moving. (Units are approved tor K.D. shipping rates—85°/O First Class—apprOximate weight 400#). . HARDWARE: a. All drawer and door pulls shall be chrome plated ot smooth modern design with through bolts. b. Ironing board closet doors shall be equipped with a magnetic catch. c. All hinges shall be brass plated of smooth modern design. resistant Micarta (or equal) table top lam- inated to a 3/4” stabilized core under pres- sure with wat'erproot glue. Edges at top shall be reintorced and a 1/2" x II/z” ash strip around top to prevent damage to edge of unit. All edges shall be beveled and tree ot cracks. UNIT TOP ASH EDGING 8%" CLEAR PROJECTION AROUND UNIT VIEW OF TOP EDGING 6. STORAGE COMPARTMENTS: Each unit shall have ten drawers (five on each side) with a removable divider. Each drawer shall be l7" x IS” x 5". (Maximum storage tor twenty students). All drawers shall be of select hardwood and Novoply. Drawer sides shall be 3/8” Nov0ply. Drawer tront shall be 5/3” ash. All corners shall be locked joints. Drawers shall be glued to give a strong. non-warping drawer. Division between drawers shall be solid and dustproot type. VIEW OF DRAWER TEN I?” it IS” x 5" DRAWERS PER UNIT REMOVABLE PARTITION SUPPLIED 7. IRONING BOARDS: Each unit shall have two ironing boards mounted in closets; . each closet has one shelt and one remov- 9,35 i 7 able asbestos-backed metal iron support . , .~ and cord storage rack. Each ironing board ' . shall be padded and covered by the 1. " manutacturer. Each ironing board shall be constructed ot 3/4” Novoply. equipped .3 with a simple handle locking device. TWO BOARDS PER UNIT PADDED AND COVERED VIEW OF IRONING BOARD MACHINE NOT SUPPLIED f l I e. SEWING MACHINE CABINETS: 5 l ‘ BASE CUT TO FIT ANY STANDARD HEP: Each unit shall have two sewing TABLE TOP machine cabinets. Sewing machines shall be level WIth table top when . . TWO SEWING MACHINE open for use. An adlustable post \ CABINETS PER UNl'T with rubber roller to compensate for floor imperfections shall be fastened to front of each machine cabinet. Cabinets shall be mounted on double—extension. heavy duty ball bearing glides and rubber roller so as to roll under and store the sewing machines leaving a free table overhang of 81/2” around table. Projection from edge of table when machine is in use shall ' be 22". (Sewing machines to be purchased separately.) 22" PROJECTION FROM TABLE EDGE WHEN OPEN VIEW SHOWING V ADJUSTABLE LEG SEWING MACHINE H UNIT OPEN . FINISH: All outside surfaces shall be sanded smooth, filled. sanded. sealed. sanded, sealed second time. sanded, two coats of tinted lacquer (of manufacturer's own for- 3 mula) and one coat of high solids water-clear lacquE-r applied as final coat. The finish is natural blond and fade l resistant. . ELECTRICAL: Each sewing machine cabinet and one of the ironing board closets Shall have a duplex outlet. The other ironing board closet shall have a single outlet and fuse for the complete circuit. . - LOCKS AND /OR CASTERS ARE AVAILABLE ON SPECIAL ORDER ONLY. VIEW OF COMPLETE UNIT RECOMMENDED SPACING OF- UNITS 9' 0" CENTER TO CENTER EACH WAY VIEW SHOWING RECOMMENDED GLOVER MANUFACTURING COMPANY SPACINGOFUNITS aoxaooa - AUSTIN 51.1'EXAS Copyright 1957 A. D. GLOVER ' ' H‘ H o "' ' ' l ‘ " d 5 ' I ‘ 7 ° . ‘V'rTVPiT'. '7' :- “-A.- ( Front View I 42H7OI STOUT SEWING TABLE All of the equipment required in the sewing classroom is condensed into this one unit. By simple adjustments it can be converted for sewing. pressing, cutting. pat- tern design and related activities in the CLOTHING class. At the same time it provides instruction space for individual or group participation. Made of maple and available in colors shown on color chart insert. Tops regularly furnished are 7-ply maple veneer. plastic surface tops are also available. Specifications Length Height Width Overall .................................. 90" 3| '/4" 36" Center front cupboard .......... I2" I67/a" Iol/4" Center rear cupboard ............ l2" 20%" Iol/4" I front drawer .................. Ill/4" 3%" IO" 4 tote-tray compartments ...... l6%" 4%" l9" STOUT TABLE VERSATILITY Machine heads recessed and Cutting top extended. Overall working area 90" long x 64" wide. Ample space for high school and college activity. - .-yv. ,uv.'"|. ' .1.".-.*‘T FM. , . 73"“... “-1 n i O . . .'i.~7.T-:'J(I:'N’x?n-Z'. - ...] '-'-‘I rave-smug. .—. . ...... ( Rear view I STOUT TABLE The rear of the Stout Table has knee spaces for close- up work. and storage compartments for tote trays. Cupboard has transite shelf for storing hand iron. Balance of cupboard space will accommodate pressing buck and other items. J . ‘ T ‘ . .. . T~ . O ‘0 '.‘ s, .- «.7 “5:736 f p The stout table provides an all-around utility center. Combined activity of sewing, pressing and studying can be carried on simultaneously. When it's time for books. the stout table becomes a comfortable. compact study center. HAMILTON MANUFACTURING COMPANY 40H3OI INSTRUCTOR'S DESK A pleasant work spot—colorful. comfortable. smart. Clear. hard maple body. plastic or linoleum top. tubular steel legs. Lock is supplied on kneespace drawer. Finished in your choice of six colors. Specifications Dimensions Length Width Height Depth Overall .......................... 54" 26" 30" Drawer (kneespace with lack) l5l/3" 2" Ibl/z" Drawer (pedestal) ...... l5l/3" 5%" I6I/2" Drawer (file) ........................ ISI/g" l3" lbl/z" ALL-PURPOSE TABLES These tables are suitable for either sewing or foods rooms. Attractive in appearance and of the sturdy construction necessary for school use. Made with or without drop leaves. and available with tote tray compartments. or with guides to engage flanged edge of tote trays (leaving more knee space when trays are not in tables). Also. available without compartments or guides for use as study. food service or general utility tables. Legs equipped with plastic glides. End panels on tables without drop leaves are set in to provide knee space so students may be seated at all four sides. Tops regularly furnished are Hamiltex (high pressure laminated plastic) with wide selection of decorator patterns and colors. Linoleum or vinyl tops are avail- able on request. With Guides Specifications Drop Com artments or Guides Cat. No. Length Width Height Leaves see note below) 42H72'l 60" 24" 30" None None *42H723 60" 24" 30" None Compartments for 2 Trays 42H724 60" 24" 30" None Guides for 2 Trays 42H725 48" 36" 30" None None 42H727 48" 36" 30" None Compartments for 2 Trays 42H728 48" 36" 30" None Guides for 2 Trays 42H729 48" 36" 30" I5" I: 36" None 42H73I 48" 36" 30" IS" x 36" Compartments for 2 Trays 42H732 48" 36" 30" IS" x 36" Guides for 2 Trays 42H733 60" 36" 30" None None 42H735 60" 36" 30" None Compartments for 2 Trays 42H736 60" 36" 30" None Guides for 2 Trays 42H737 60" 36" 30" I5" 3: 36" None 42H739 60" 36" 30" I5" I: 36" Compartments for 4 Trays 42H740 60" 36" 30" l5" 1: 36" Guides for 4 Trays 42H74I 60" 42" 30" None None 42H743 60" 42" 30" None Compartments for 4 Trays 42H745 60" 42" 30" None Guides for 4 Trays 42H747 60" 42" 30" I5" x 42" None 42H749 60" 42" 30" l5" 1: 42" Compartments for 4 Trays 42H7SI 60" 42" 30" IS" x 42" Guides for 4 Trays I"Note: Hamilton tote trays are made in two sizes, l0'/4"x I87/a"x 4" and With Compartments l4l/3" x l87/3" x 4". Table 42H723 will accommodate the smaller tray only. Other tables will accommodate either size. In 24" and 36" wide tables the trays are inserted lengthwise. r.’ 4.? ~ -‘,\ 4‘7’ c»— O 42H705 4-STU D ENT TA BLE Same general design and construction as 42H70l shown on preceding page. but without extension cut- ting top. Accommodates four students per class. work- ing on opposite sides of the table. Has two pull-out sewing machine standards. A hinged cover folds over the sewing head when it is recessed. This cover. open, provides additional working surface when machine is in use. Each working side has a storage drawer and accommodations for two tote trays. 42H707 WALL SEWING UNIT This individual sewing unit provides a pull-out sewing machine cabinet with folding extension leaf. A battery of these installed along window wall makes an ideal sewing area. Long counter may be used for cutting. or other work. Space between machines may have tote tray compartments and/or drawer. Cabinet size is l8I/4” wide x 30" deep x 283/4" high (30" with top). Machine unit extends 27" when pulled out. and leaf extends another l5". or 42" overall. Top may be plas- tic, linoleum or maple. (see page 2|). Top should be not less than 30" deep. Specify type of apron rail to be used between units. Cut out is provided for any make of sewing machine. State make and model num- ber of machine to be used. Multi-functional equipment for the sewing center Specifications Length Height Width Overall ...................................... 72" 30" 42" Overall leaves extended ........ 72" 30" l26" 2 drawers .................................. Iol/2" 4%" 7" 4 Tote Tray Compartments l4%" 5%" I9" Constructed of northern hard maple. Available in all finishes shown on color insert. Table top regularly furnished is 7-ply maple veneer. Plastic surface also available. g II 4ZH709 -— Apron rail with tote tray compartment for use with 42H707 wall sewing unit. 30" wide. 30" deep and 5%" high. 42H7II — Apron rail with tote tray compartment and drawer (as shown in illustration with 42H707). 34" wide. 30” deep. 53/4" high. 4ZH713 —- Leg for use at end of wall sewing unit to support 42H709 or 42H7| I. 30" deep. 283/4" high. HAMILTON MANUFACTURING COMPANY 5 r—m \ . .‘fl ...—......“ 58H303 TRIPLE MIRROR Three mirrors in maple frames mounted on solid maple base for mobility. Center section is fixed 22" wide x 72" high. Wing sections pivot and are 22" wide x 65l/2” high. Furnished with casters as standard equipment. 58H66 PORTABLE CHALK AND TACK BOARD Consists of chalkboard on one side and corkboard for posters on the other Side. A handy acces- sory for a wide variety of class- room activity. Moves easily on rubberstired ball bearing casters. 72" long x 72" high from floor. Board size. 70" long x 38" high. 58H305 WALL MIRROR Similar to 58H303. but without base. Designed for fastening to wall. Overall size 65" x 65". Three mirror panels each I6" x60". 58H30'I FITTING STAND Has “/4" linoleum covered top with aluminum molding. Tubular steel legs are equipped with non- Skid spherettes. Size I8” x I8" x l2" high. HORIZONTAL SLIDING CHALKBOARD 58H64 —— This unit has four Sliding chalkboard panels. Back is Open and unit may be mounted on wall, or placed in front of two |OH226 open shelf wall units. Top frame is four inches wide to provide space for mounting projector screen if desired. 7|" wide x 6" deep x 48" high. 58H65 — Same as above except 94" wide. May be placed in front of two IOH228 open shelf wall units. 58H'I40 CHAIR Steel and maple construction. Exception- ally sturdy and attractive. Adaptable to dozens of uses in the Homemaking department. Seat is l2" x l3l/2”. I7" high. Overall height 32”. View of chalkboard mounted in front of open shelf units. Note space for projection screen. Screen not included. SEWING MACHINE CABINET Furnished as shown. LH door only loperators position on right side). Slide out top and hinged leaf are plastic laminate, self edged with cut-out and mounting hardware for Singer models 20I, 30l. 40l. 403. 404. Necchi Nova and Super Nova. Sliding shelf with transite bottom for iron storage below. Tubular leg has swivel caster. X-ZI SMC —Closed dimensions: 2|”W. 24l/2”D. 34l/2”H. I TOTE TRAY ( CABINET SEWING I SLIDING 000R MACH. " CABINET TOTE TRAY (21 CABINET SEWING MACHINE UNIT This unit consists of two X-ZISMC sewing machine cabinets, two X-3O tote tray cabinets 2|" deep with sliding doors. a 75”): 45”): IV)" plastic laminate top with self edging. and either 20 - 4V4” tote trays and shelves or 24 - 3V2" tote trays and shelves. X-TSSMT— Dimensions: 75"W, 45"D. 36"H. SEWING MACHINE UNIT (not illustrated) Unit consists of two X-ZISMC sewing machine cabinets, a 75”: 45”: IV)" plastic laminate top with self edging, and four No. IBTTS tote tray slides. Tote trays are not included. X-7SSMU — Dimensions: 75"W, 45"D, 36"H. SEWING MACHINE UNITS TABLE HEIGHT SEWING MACHINE CABINET Furnished as shown. RH door only (operators position on left side). Sewing machine top mounted on sliding. lift-up mechan- ism. Top has plastic laminate finish, is self edged and has cut- out and hardware to fit Singer models 20!. 30l. 40l. 403. 404. Necchi Nova and Super Nova. Sliding shelf with transite bottom for iron storage below. Top not included. X-ZI SMC-TH —C|osed dimensions: 2|”W, 30l/2"D. 28l/2"H. —l l— - — — _ _l (ITOTE l lTOTE] jerAv ITRAYI ‘l SEWING lsuor. I SLIDEI j— _, -— —— ~. 30‘i I| MACH l(___l )___| I (I CABINET [ j SEWING _ I- _. _. lltorEl .TOTE I | MAC“ l CABINET I I l ‘I I 3__ I. _ _ __ (TRAYI ,TRAY) (SLIDE) (SLIDE) L___I I___| TABLE HEIGHT SEWING MACHINE UNIT This unit consists of two X-ZISMC-TH sewing machine cabinets, a 75" x 45" x ll/z" plastic laminate top with self edging and four No. I8TTS tote tray slides. Tote trays are not included. X-7SSMU-TH— Dimensions: 75”W, 45"Dl 30"H. TABLE HEIGHT SEWING MACHINE UNIT (not illustrated) Unit consists of two X-ZISMC-TH sewing machine cabinets. two X-30 tote tray cabinets 2|” deep with sliding doors. a 75" x 45" x ll/z" plastic laminate top with self edging, and either l6 4%" tote trays and shelves or 2O 3%" tote trays and shelves. X-TSSMT-TH— Dimensions: 75"W, 45"D, 30"H. 22A Outlet. indicator light and switch furnished—to be wired by electrical contractor. DEMONSTRATION UNIT 0 SEWING TABLES H5: 48 54- ...__ 24-‘5—_. b—l l-:—2+—cl~—2 ——.I if V. DEMONSTRATION UNIT Ideal for demonstrating to large classes. Unit consists of two X24C base cabinets with casters, one finishing back panel. one adjustable and swiveling mirror assembly and a 54”: 30": ll/z" plastic laminate top with self edging. Mirror area is 44%": 20". X-S4DU — Dimensions: 54"W, 30"D. B4l/2"H. SEWING TABLES Sturdy tables are available in the following top sizes: 42": 72": Ill/4" 42": 60"): l A" 30"! 60": “/4” Tops are furnished in plastic laminate and are self edged. Legs are tapered tubular steel with ferrule and self leveling swivel feet. Legs may be finished in chrome. blacktone or Bronzetone. In order- ing specify top size, color and pattern and type of leg finish desired. 2" DESIGNED FOR THE SPECIFIC M u TSC H LE R STORAGE REQUIREMENTS OF: M U L T l P L E X Foods Laboratory Clothing Laboratory Laundry Area Grooming Area Child Care Area Teachers Lounge Office and Reception Area Instrumental Music Dept. Home Management Area Arts and Crafts Room INSTITUTIONAL General Storage Area Private Dining Room S T O R A G E COMPONENTS .‘ ...... ..v '$.O'~‘p‘>}oill -‘ " VA. 0 z.” -.' - 4 . , :mobfi-‘ixu- I. ‘ ...”... . a ”‘74-.- " . . "Iii-:47. WM" .;--' _ . : - .; ._ . “AN?“ ’ ‘5‘ --.~.‘. . g ,- . -. .. , ..., .. {I 94.53. HG." r . ‘.-_ ' . ‘ A'~‘ .. '. _".’e .f- ‘54’3¢ 1... flat?“ 7._ "I... ... ‘_ .v .' J... j. 2,", ‘ \ .. . s ' ‘ ¥-%.'r‘TIW'm$'€.R\x-,¢jflm ‘12:..5)‘;¢ A": Tm M ”War.- ii i .:_I 0 ULTIPLEX storage units are designed for use in a great variety of locations in the educational building, some of which are illustrated in this folder. Instructor desks, student work tables, art horses and other specialized items of school furniture and equipment of the latest design are available, in addition to built-in units. All MULTIPLEX units are precision-built of selected kiln- dried northern maple felled on Mutschler's own tracts. Stand- ard wall units are 12”, 15", 18", 24”, 30%”, 33" and 47" high. Standard base units with counter top are 30”, 32” and 36” high. Tall units are 83" high. Interior fittings are adjustable and removable, adaptable to changing classroom conditions. Component units for use in the foods laboratory accommo— date built-in appliances of any make. Color and natural grain finishes are catalyticaliy applied DuPont Dulux, practically impervious to scratches, stains and discoloration. Hardware is modem or traditional, and there is a wide choice of counter top materials which may be supplemented with maple and stainless steel inserts. The planning and equipping of specialized departments in a modern educational system is a complex undertaking. Our experienced Mutschler design engineers. fully familiar with the many components in the MULTIPLEX line and the unique purpose for which each is designed, will be glad to assist you. Complete information about Mutschler planning service, provided without extra cost, is available upon request. SPRAY BOOTH (counter top) for craft work, and other floor storage units. Q MUTSCHLER MULTIPLEX SPECIALIZED STORAGE units along well keep art and craft supplies orderly. In- structor’sdeskhasfiledrawer. GROOMING AREA has glamorous vanities with gold traditional molding. Theatrical mirrors add a professional touch. I r ,. ,r_,_.'.-‘_,-. .. .. ,. . . v-’4 STORAGE WALL with tote/tray storage, drawers and shelves for student supplies. SEWING TABLE has fold- away sewing machine, cutting top. Tote/trays fit table and store in utility units. IIII‘ ‘3 g IIII" ‘ “a H“ ~H|H H“ a“ H has... flu Hm hull-2a H“ a“ i i l’ I TRIPLE MIRROR and ventilated wardrobe storage units for sewing room. ,. MOBILE DEMONSTRATOR has adjustable mirror, drop leaves, drawers and shelves for at-hand storage. LAUNDRY AREA with wash- er/dryer. Note ventilated cleaning utensil case. I— W“? , _ t/Hrmhib’amvm. .- A FOOD PREPARATION pen- insula with sinks, drop leaf, storage for two students. A A . .. --.- .. . .. _ .. ‘- .- . n . Ina- a r- ._ LI- c: anncc t CORK TACK BOARD for dis- play and floor units for storage. INDIVIDUAL ARRANGE- MENTS simulate home kitchens while making best use of laboratory space. MUTSCHLER BROTWdERS NAPFMANEE IIvo lAhiA I. I.. film 0 I Lb. OZ .n ......O .. O. I. \ u : \ I M In {mm mm I MI... I m I ......NINM.......I.~ .I...1.S....,....<.I\.. m Si... O . I .MmuIIoWu .05.QO snetmmaizmm am Ismamms ZQFGQQ mZ.>>m.m ox ommft xircxw Zmoubfia mm>0Im Exouhsl ozeium l Sad” Infill INIWIIL Ix mu ,\I. U U 19...... II.I..I_MIII_ l)\\\\ hazards). 02.3mm J . . \ .\\ \.\ .\.\. LIA Auamqicic. wuNfi QR mmtkovI .\ dob «.3758 .Nm x .Ntha \ a .uoEEsm earns?) dos .muEzSoo ms Swami wimp Q. gamete Etnubfid m2 tfimm 338m gong: BOINFNWII \I- a I R I. -- .HLI. 1&1an .MIWALIF..J\~.H5.U_I:DIFUW \/.M.u nIIHwFIILWWQ W WMJIIIIAIJ 44 ,h .(. . ‘I'Il 'ii'tl, 7.0;..000. WZITJ>MW OIr « -IIIIIIIIIIII IIIIIII II-Il II .II II- IIIIIIIIII II.III|||| III- 4III IIIIIIIIIIIIIIJ _.\ ..IIH .I\lu ....L (.4 II.<(LI~ :l\ a. Q! .(IlL—II (IL (I. IIIIIIIIF l I. III ‘I magma madam—b: .III I I... MUMMIMHIM u \rJJdCI a I ND 004 thw LIOZ 2(0 .w. >I.J> q WMZ.¥I¢QW ‘|II II \/II4I_-WIA\.IH~ ”\A ,3qu F4 JImI ...LOCIXNUNDZU U0 -m,WI«mMIIII_I\HUmhm.fl-OII IwIDIUmIIMMZquMMIIHUIxWIZO DmIrZDOE EQOuIr> u(MJ .LIXN.\\.> .Mmkx‘Zququ D .. Kluam Inx‘wI. 7.0.W2NFKU J KIWI»; UmNuOLIw 7: 3.9:)» umJ Hug/«mm. OLI OMWZQE EthCLQJQ OISIMOII. «IIII mZ:I.nI{§ IIIIZS>wW E993 gunning: II .|. \l \I I I. .-.-.T; . I ....-.mIITI _I I I . I II I K - I II IIIIII II V 3 III Complete specifications on page S-l at back of book. Add M to Cat. No. of any tall unit with full-height door if 17" wide x 60" high mirror is desired on exterior of door. /// III gI // /// \ Cleaning Equipment Unit 243/." Deep WIDTH CAT. NO. 48 5-4877 CEU 48 $4880 CEU Init has welded shelf 65' from the bottom of the case. Three .dJustable shelves on right side. Left side has a galvanized pan .t bottom, With 2' high sides, two coat hooks on the left door, we broom holders on the divider panel and two double Iooks under the welded shelf. Door louvered for ventilation. '.I~.-~‘;..I».?r""‘- ' ‘ .. I ..‘ : '.-' I , _ A. . was were». 0 . ‘~‘ . .e ‘ . - .L .4... . 1 . k «II // ./ /. I ‘ ‘ _ ‘ / / ‘ ' ‘ fl; ’ /// // 14/ /'/ / // I r— I I a 5» <50 = ..r —— I I. * r. gym ‘r’FII' ‘.- ‘ '<3"“‘ =7f".". ‘ l‘ ‘ L"; 9"": ‘4 § F”- *". _ .1- ’. | ; ”‘7‘ng )3 kw“ ( A . l U I __; If)?“ 91:! 5,. ”‘9‘" _- . . f :4 was“ _i " .. 1‘ . i ' ; . ‘ _ ‘ f'n _ ' n ‘\I"u é’w‘i’cmb "ft-3'!“ 5. I k l’" Incl-4mm ' - fairs? ‘*- . ' Grooming Unit—29%" High 24%" Deep WIDTH CAT. NO. fi 66 5-66 GU If chrome legs are desired add C to Cat. No. Ensemble consisting of one 247 wide sink unit, two 21' wide suspended drawers 4" high, one Formica top, bowl 18" x 20', one set of faucets with pop-up drain and spring flow aerator, one sub base. Mirror to be supplied locally. UK in Cat. No. denotes left or right door swing — specify. Q Sewing Machine Unit—24%" High 30" Deep Right Hand Door Swing Only WIDTH CA1. NO. 21 5-21 SMU Formica covered sliding platform pulls out and elevates sewing head to apfiroximately 30' work height when used with 4’ su base. Platform cut- outs available for any standard make sewing head. Sewing heads not furnished by St. Charles. ' ' r! ' V" r ' V v ”4"”; ’ I 1"”! ‘ 0 / ‘3;- 3’0» I r . ~ I! l" - 3 J5" - {1:4}? " ~‘ .. t A’)’i€ . Roll-a-way Bed Unit—24%" Deep WIDI’H CAT. NO. 48 5-4881 RBU 48 5-4884 RBU Stationary shelf 51' from the bottom of the unIt, and one adjustable shelf above. No sub base re- quired. Is designed to store a 45" or smaller bed, mattress and spring and storage for pillows, bed linen, blankets, small equipment and first aid supplies. ST. CHARLES MANUFACTURING CO. I", r r’; 410:: .II Clothing Lab Equipment Apron Storage 243/4" Deep WIDTH CAT. NO. 24 $-2477 AU l./ R 24 S-2480 AU l./ R Has two stationary shelves and six sliding racks with 84 hooks. Refuse Storage Unit 243/4" Deep WIDTH CAT. NO. 24 S-2477 RSU L/ R 24 S-.248O RSU L/ R One stationary shelf centered in unit and two adjustable shelves. Galvanized metal an at bottom of unit. Lower door ouvered. ' 31" SPECIAL STORAGE UN (77" or 80" High) Implement Storage 243/4" Deep WIDTH CAT. NO. 24 S-2477 IMP HR 24 5-2480 IMP L/R Equipped with one fixed shelf located 65' from bottom of unit. Three utility hooks and four broom clamps are posi- tioned under shelf. Illustrated Materials Unit 243/4" Deep WIDTH CAT. NO. 48 S-4877 IMU 48 S-4880 IMU Equipped with a sliding chart rack with 12 chart holders and clips. Upper section has two adjustable shelves. Drying Unit 24%" Deep WIDTH CAT. NO. 27 $2777 DU 27 $2780 DU Lower section contains blower and 250-watt strip heaters controlled by matic timer. Upper section ha _ towel racks with six towel 1* Unit has grille openings for air- Lavatory Unit 24%" Deep more car. no. 27 5.2777 LU 27 $2780 LU Includes stainless steel sink top with y and two end splashers, 14 x 16 x 7% and gooseneck faucet, one 24' wide 111/4' deep at bottom and three 27 ' wide shelves 6' deep in 2:30! Door on right has a mirror ' ...I («A EWING CIRCL W NEOCHI- ELNA NEW, ALL PURPOSE COMBINATION SINGLE SEWING ROOM DESK, DOUBLE DESK AND CUTTING TABLE. . .#950 a must for every classroom No more duplication . . . no more crowding. Now you can fit more machines into your classrooms because additional cutting tables and desks are no longer necessary. The new NECCHI-ELNA 3-way, all purpose combination desk fits all your needs. 1. SINGLE SEWING DESK 2. DOUBLE SEWING DESK Use it as a SINGLE SEWING DESK. .. 161/2”x35%”x301@” high. , ! Use it as an extra spacious double sewing desk with the addition of the easi-drop connect- ing leaf. 601/2” x 351/1” x 301/2” high. Use it as an over- sized cutting and utility table. 601/2" x 35%” x 3011;” high. Collapsible shelf to hold tote tray, patterns, materials, books . . . folds down easily when not in use. Clean, modern design in light birch finish—these extremely functional table-desks are constructed with extra heavy brackets, nuts and bolts to insure stability and long use. Solid and substantial legs are firmly fastened to the frame for maximum stability and support. Order a single sewing desk now. When you buy a second one, you can get the easi- drop connecting leaf at a small additional charge for easy conversion into a double sewing desk and cutting table. NECCHI-ELNA NEW, ALL PURPOSE COMBINATION SINGLE SEWING ROOM DESK, 6- DOUBLE DESK AND CUTTING TABLE.. .#95O a must for every classroom SPECIAL FEATURES: 0 STURDY 0 DURABLE 0 VIBRATION-FREE wooden insert to cover open- ing (when machine is closed) and drawer, lock with key spacious dual-pu rpose draw- er for accessory box, papers and sewing needs best possible positioning for students, plus ample room for legs comes knocked-down for economy in shipping These special features combined with NECCHI-ELNA’s clean, modern design are the best reasons for you to order a single sew- extra large work area sur- rounds your sewing ma- chine so that you can handle even the bulkiest fabrics easily and quickly\ 'I’ we . ' ’0 U ‘ ‘,' .":. O‘.‘..‘. :.J students sit far apart and diagonally across from each other for extra work space and no interference \. g. _ _ . A I " ‘.’0 ‘I . l . ". ', " I. '. 4 s l motor-control bracket per- mits rheostat to be used as knee or foot control ing desk now. When you order a second unit, ANOTHER WAY TO TEACH SEWING .rnom NECCHl-ELNA each desk is equipped with a machine lifting device for one - finger - lift - control — guaranteeing absolutely no strain when raising or low- ering machine 2 hinged hangers provided on each single desk back for easy attachment of the con— necting leaf special construction and de- sign permits easy accessi- ' bility under table for fast clean-up for a small additional charge, you can get the easi-drop connecting leaf for easy conversion , into a double sewing desk and cutting table. SEWING CIRCLE Style No. 4” SEW AND CUT TABLE For any “600‘ Series WHITE SEWING MACHINE a..." . ..ol'. Finish: Natural Birch with Birch- I..... .IA‘ grained satin finish Pionite top. ...-.s. Equipped with White High Torque speed control. The ideal unit for homemaking rooms where it is an advantage to combine the operations of cutting, hand sewing and machine sewing in a compact area. Extra electrical outlets make it possible to do minor pressing at the table as well. in With machines recessed, table may also be used for study or luncheon groups. FOR WHITE SEWING MACHINES WITH INTERNATIONAL BEDPLATE CONTOUR , . DIMENSIONS: 64" long, 42' wide and 30' high, Wm. . 7 g '- -- Mow-“Mg” one or two drop leaves l6“ x 42'. TN __ - ~ ’ I F.O.B.DESTINATION: (Sold only to schools, I l ' colleges, institutions). SHIPPING WEIGHT: (Packed) 255 lbs. WHITE SEWING MACHINE CORPORATION HOME EQUIPMENT DIVISION 0 CLEVELAND ll, OHIO IN CANADA: WHITE SEWING MACHINE PRODUCTS LTD. 55 WELLINGTON STREET, WESTOTORONTO I, ONTARIO (See other side for details) OVERALL DIMENSIONS AND CONSTRUCTION Size— 64" long x 42” wide x 30" high, plus 16" x 42" drop leaf. Second l6" x 42" leaf is optional. With heads lowered and two leaves extended, there are 28 square feet of smooth working or cutting surface. Table top—seven-ply laminated construction 7/8" thick, faced with birch-grained satin-finish Pionite and banded with birch. Legs—solid birch 2-1/4" square, lacquer-coated, attached to rails with tongue and groove joints and corner screw blocks. Rail—solid birch 6-1/8" wide. OPERATING DETAILS AND MECHANICAL FEATURES Sewing units are placed 10" from leaf ends of table, giving operator 29-l/2" of sewing area left of needle when leaf is extended, or l3-l/2" without leaf. Area right of sewing unit measures 37-l/4", or 53-1/4" with leaf extended, for cutting or handwork. Distance from back of machine bed to opposite edge of table measures 28-l/4". Two tote tray openings, one to the right of each sewing unit, measure 22-7/8" x l4" x 4-3/4". When sewing units are lowered, current is automatically shut off to prevent accidental starting of motor. Table is wired so that only one power cord (l0 feet long) is needed to connect both sewing units plus the double outlets located on two diagonally opposite legs. Built-in adjustable knee levers operate the White High Torque speed control, which delivers full power to the needle no matter how slowly the machine is operated, leaving the opera- tor's hands free for guiding fabric. Positive control also prevents runaway stitching. Electrical equipment is listed by Underwriters' Laboratories and CSA Approved. Leaves are attached to table top with oxidized hinges and metal leaf supports. Heads are mounted on oxidized hinges and attached with set screws. ,avu'ro White Reserves the Right to Change Specifications ~ and to Withdraw Models at any Time Without Notice. 0 rI‘HVIIVHL, I—I I IVII—I‘I-uu The Three -way S T N G E R Sewing Desk /1 \ sturdy sewing table .p -.v 4‘ Designed to accommodate more students 1n less space,‘ this SIN GER" Desk #430 is versatile and practical SINGER, aware of the varied activities. Homemakmg ‘ , space of 18%” at the left of the needle and 10%" at the ..“ray SINGER Sewing Desk will hélp YOU and the. school as Well. A SINGER Desk is actually three units . “ ‘ ’in one. I Sturdy Sewing table, 2. Study table, 3 Spa-'_. cious cutting table 1T ENAELES YOU TO CONVERT YOUR CLASS- . ,BOOM to accommodate many different activities in a -' . matter of minutes ...... . facilities throughout the school. ~~" I'll INTRODUCES GREATER‘FL-EXIBILITY into- I» sewing table to a solid tap desk _43_” x 18%" the Sewing .Desk a’ccmnnmdates both sewing and study classes. your sewing room equipment. IT REDUCES OTHERWISE WASTED OR DEAD. l, -' SPACE. The SINGER Desk excels in the employment ’ 1 study table of “divided” space. Right size, right shape, it is espe- cially effective in making use of irregular areas. The SINGER Sewing Desk afferds maximum sewing right of _the machine. When the drOp leaf 18 extended, the 'surfa'ce'bécOmes tw-i'ce as wide to conveniently sup- port even the bulkies’t project. ‘ A tote tray 191/2" x 131/2” x 4%” will slide in right ...... '- . ‘under the extension leaf. Tote trays are available sepa- ratelye-not part of unit. The bracket 18 also adjustable .‘ to hold‘ tote trays of other widths. When the machine is lowered, a removable panel slips into place The Sewing Desk, With drop leaf raised, becomes a cutting table 43” x 373/3”. Converted from a You can actually fit more machines into your class- . rooms because extra cutting tables are no longer needed. ’ Z.’ e : Similar to the versatile 430 Sewing Desk in appearance except for absence of the drop leaf extension and pull out drawer, the 431 affords maxi- A‘AAA-AJA "3. S I N G E R Sewing Desk No. 431 . ‘\ . . I...-f9’9 eh. ‘ “ac-.1“. a. ese DO a!~£‘.e:q‘. AI A.“A- -----‘—-.‘ mum sewing space of 18%;” to the left of needle, 10%” to the right of machine. SINGER“ Tote Tray, meas- uring 191/2” x 13%” x 4%", slides smoothly on adjustable metal tracks. Adjustable to accommodate tote trays of other widths. With machine lowered and covered by removable panel the Sewing Desk becomes a compact study unit, 43" x 18%". Comes in Blonde or Walnut finish with matching Formica top. e.‘ e”. 0.!- - s4;C§oao. I 1’ 1.1.4 mt. 4.5? SI NGE Ralsoofi' :ié;+ii:fi;ivii-‘v e:+ ‘TJ'fl' if . . . if; .1421 ‘1' “if" " " Combination Sewmg and Cuttlng'l' _ Its specifications may be the answer to your needs STYLING— Modem— Straight-line. SIZE— 42” wide, 60” long and 30” high. 18” x 42" folding end' " convert working space to 78” or 96". FINISH -— Light with blonde Formica top or dark with walnut 1 - -- ' top. LEGS— Solid Birch 21/2 ” square — available 1n difierent lengths cified for height requirements. CONTROLS — Built-in knee lever type -— retractable when not ll , INSERTS — Lock over table openings when machines are not in, i DRAWERS—Total of two, plus two 4%" high x 13%” wide x -. _.‘ deep tote tray openings. TOTE TRAYS— Available separately - not part of unit. ELECTRICAL EQUIPMENT-The table IS equipped with a junction to which a single line lead is attached. Each machine is . w ... central junction box. -‘ T131.» 3 SAFETY FEATURES ,1 - SAFETY swn'cu —Cuts oli power automatically when .. - ... . - lowered. GROUNDED OUTFIT-Metal parts are connected to a - _: NT NEEDLE _.LUXE. Model 404 . f finest straight stitch sewing he ever built — v esents the ultimate in ° : and design. \ - ' NOT FEATURES INCLUDE: -needle for greater visibility, ; - stitching m in" bobbin in front of needle 7'; -; bobbin case...prevents dropping , chipping . 1+: ator type throat plate that raises .. r lever. . . no tools needed for —.....,. al when cleaning . . . superior fabric handling Threading chart inside face plate that maps open for instant instruction , _' elusive gear motor drive for smooth ming— no belts to wear or slip Zero to maximum tension in one turn for simple tension regulation Built-in “safety" thread cutter, scored throat plate for guiding stitching, flexible steel seam guide and many other extras t . Famous SLANT-O-MATlC*. Model 401. . . greatest all-purpose ma- chine ever made . . . simplest to operate! To do buttonholes, decora- tive stitches, sew on buttons, blind-stitch hems without attachments, just “tune” the knob to select the stitch. Teaching may progress from plain sewing to the broader concepts of machine sewing which include new construction methods in the areas of seam finishing, machine buttonholing, button sewing and blind stitch hemming—new easy methods of family maintenance sew- ing, mending and darning—creative sewing, applique, decorative and two-needle sewing. SLANT-O-MATlC SPECIAL, Model 403—This simplified member of the Slant Needle family has many of the superb features of the 401. - It accomplishes all functional sewing operations and most of the decorative. Comes with a set of FASHION“ Discs you just slip on to do construction and decorative stitches. 5 I N G E R YOUNG-BUDGET, Model 185K3—Popular among young homemakers, this economy straight needle machine offers many fea- tures developed through years of SINGER research. Drop-in Bobbin is easily accessible . . .“Red-Dot” stitch indicator shows the number of stitches for forward and back stitching. . . Single-Turn Dial ten- sion with graduated numbered dial simplifies adjustment of needle thread tension . . . and many more fine features make this machine a constant sewing companion of the young homemaker today. Avail- able to schools in the 433 cabinet. lNEWdanE ONIMES ...- “?u—JWL—T'u F2: TL . —-“-.~ .. ELECTRIC CABINET, Model No. 401 — Designed to withstand the rigors of classroom use, Cabinet No. 401 is an attractive cabinet that is unusually serviceable and durable. Four spa- cious drawers provide space for attachments, sewing acces- sories and supplies. Available in Blonde or Walnut finish. . / .. ....... '. ..... """"""" ....... ...... o‘.‘ TOTE TRAY FOR SCHOOL TABLES — Tote trays for the three- way SINGER“ Sewing Desk and the combination Sewing and Cutting Table are available. Made of darable fibre glass, each measures 19%” x 13%” x 4%". During the course of a school day, a number of different girls use the same sewing area. With individual trays, each girl can keep her sewing and accessories neatly intact when she is using the table or sew- ing machine and stored safely and separately during other class sessions. ESINGER SEWING CENJr Budget Consoles to fit your Classroom Needs... ELECTRIC CABINET, Model No. 433 — The 433 combines dura bility with good looks. Especially designed for classrooms, thi Machine Cabinet, like its sister, the Cabinet Model 401, be four spacious drawers for sewing accessories and attach ments. Built exclusively to hold the Electric Machine Heal No. 185K3, Model No. 433 is available in Blonde or Walnw/ finiSh. \- # Accessories for SINGER Cabinets. .. IDEAL CHAIR FOR YOUR CLASSROOM — SINGER” Student’s Sewing Chair, No. 438088 is specially constructed to ensure. correct posture, perfect sewing vision and ease of operation; Dimensions are 31%" high at back and 17" at front; with seat frame 16" wide and 17" long. Finished in Blonde 01‘ Walnut. Whether they’re sewing or studying, correct posture um] positive comfort mean less fatigue for your students. .p‘._'1:'_;¢'~' ' ' U. S. PATENT 2.889-760 .\\\\\ \ i // \ \. \\\.\\‘ \ M} V w ‘ "u \w/ % D ) ‘3‘“‘“\\\\\\\\\ .e ——._-----—--—-———-————-——----_———-_——-—_'u—————--—--— Please send me “LII-PURPOSE Ironing Board INVALUABLE TO THOSE WHO SEW The small prongs can be used to press seams without touching the other ma- terial. The larger prong can be used for pressing the whole sleeve, the square end for shoulders. IDEAL FOR INFANTS CLOTHES Use the small prongs for small sleeves and little boys' pants, the reverse side for skirts. FINE FOR REGULAR IRON IN G Towels, napkins, shorts, blouses. bridge sets -— even skirts and men's shirts — all these are short work on this handy apartment sized board. — OVERALL LENGTH 24" — 8" WIDE 5" HIGH Its usefullness and size make it a boon also to college students and travelers. —--——--.-~-——————————————————-——————_-—-———_--—_... extra slipcovers at $1.95 per set. extra pads at $1.00 per set. _____MULTI-PURPOSE IRONING BOARDS at $6.95 each. } complete with pads and covers. Enclose payment with order. Name "K Street City 1' T State m» SHAFFER HOME PRODUCTS 3&le posr omcr. BOX 3555 it CLEVELAND HEIGHTS 18. OHIO d? "l INTRODUCING new flutomaz‘zc ECO- M I5 PAT TO BRING NEIV EFFECTIVENEIJ‘ To voup\ FOOD DEIAONJ‘IRATIQN. . READY FOR USE INSTANTLY LOWE RS — RAISES — STOPS AUTOMATICALLY AT THE FLICK OF AN ELECTRIC SWITCH - ADJUSTS FOR VARYING AUDIENCE AREAS REQUIRES NO MAINTENANCE ENDS BOTHERSOME HANDLING OF CUMBERSOME EQUIPMENT - MODERN OPERATION ADDS PRESTIGE TO YOUR DEMONSTRATION OF NEWEST KITCHEN EQUIPMENT COMPACT APPEARANCE IS ATTRACTIVE AND INCONSPICUOUS A PKODUCT 0F Jesi n are“: incul. Tflwfiwfififik ‘ Eono 5.6 ....f. C 4‘ a. «II- ‘40 3 II \J’Ilnhuxt I..:(EW ‘ PATTERNS FOR MAKING SMALL PRESSING EQUIPMENT Draw around lines for Inaking {your' own cut-out TAPER patterns from these master patterns. Transfer to wood T0 or fabrics as required and make as follows: POINT FROM HERE ‘ . HAM outlined in broken lines. See other side for drawIng. ----------' I ’ No.l Cut two pieces of firmly woven cotton No.3 fabric in this shape which serve as the no.2 / covering for the stuffing. Stitch to- I-III-II-III-I-I-I-Ilfll’ gether, leaving one end open so you can stuff firmly with dried sawdust or wool clippings. Finish by hand. Make an out- side cover of woolen fabric or, a combi- nation ofone sidewool andone sidecotton. POINT pRESSER made from two pieces of wood. No.2 Cut base from a board I" thick, 5" wide, Ilé" long according to broken outline. Bevel edges around the top. Sand and smooth all sides. No.3 Cutpointsection from aboard 3/4" thick, 4%" wide,llfi" long according to outline. Make pointby shaping and tapering under- neath and sides, keeping top on straight line. Smooth and sand entire surface. Attach point section to base with screws T from the under side of the base to hold securely. no.3 POINT PRESSER POINT SECTION FOUNDING BLOCK weight approximately two pounds. No.4 This is the outline to be transferred to hard wood and cut 2" thick, 4" wide, and I HSVG HHSSBHd lTlOd 01 HOVllV I2" long. No.5 Shows locationof gripping grooves on the pounding block. The pounding block is easierto usewith these grooves, but they arenot absolutely necessary. Drawing No. Sshows the location of the grooves. They may becut with a round chisel or grooved no.2 POINT PRESSER - BASE out with a power tool. Smooth and sand entire pounding block. Supplement to Penney's Fashions & Fabrics — Spring & Summer 195a - mat-“w . -_-n .‘M .. _.._ "*4fllIIIF'-I-L. _ .wsww r._s._.mflfl,= N0-5 SIDES 0F POUNDING No.4 TOP AND BOTTOM OF POUNDING BLOCK \ Supplement to Penney's Fashions & Fabrics - Spring & Summer 195A ’ cups-puluwaZWI . u . I r\.r\ MICHIGAN STATE UNIVERSITY TEXTILES, CI 9’"??? M53 RELATED ARTS COLLEGE OF HOME ECONOMICS “’W Albums '4 0805 4538480