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Chapter 1: The Past, Present, and Future

Elsevier items and derived items © 2007 by Saunders, an imprint of Elsevier Inc.

MULTIPLE CHOICE

1. The certified nurse-midwife (CNM) clarifies to the pregnant patient that the CNM’s scope
of practice includes:
a. Practice independent from medical supervision
b. Comprehensive prenatal care
c. Attendance at all deliveries
d. Simple surgical techniques
ANS: B
The CMN provides comprehensive prenatal and postnatal care and attends uncomplicated
deliveries and assures a back-up physician in case of unforeseen problems.

DIF: Cognitive Level: Comprehension REF: 7 OBJ: 2

TOP: Advance Practice Nursing Roles KEY: Nursing Process Step: Implementation
MSC: NCLEX: Health Promotion and Maintenance: Prevention and Early Detection of
Disease

2. The medical pioneer who discovered the relationship between the incidence of puerperal
fever and unwashed hands was:
a. Karl Credé
b. Ignaz Semmelweis
c. Louis Pasteur
d. Joseph Lister
ANS: B
Ignaz Semmelweis deduced that puerperal fever was septic, contagious, and transmitted by
the unwashed hands of physicians and medical students.

DIF: Cognitive Level: Knowledge REF: 2 OBJ: 7

TOP: The Past KEY: Nursing Process Step: N/A
MSC: NCLEX: Safe, Effective Care Environment: Safety and Infection Control

3. A pregnant woman who has recently immigrated to the United States comments to the
nurse, “I am afraid of childbirth. It is so dangerous. I am afraid I will die.” A nursing
response reflecting cultural sensitivity would be:
a. “Maternal mortality in the United States is extremely low.”
b. “Anesthesia is available to relieve pain during labor and childbirth.”
 c. “Tell me why you are afraid of childbirth.”
d. “Your condition will be monitored during labor and delivery.”
ANS: C
Asking the patient about her concerns helps promote understanding and individualizes
patient care.

DIF: Cognitive Level: Application REF: 7 OBJ: 5

TOP: Cross-Cultural Care KEY: Nursing Process Step: Implementation
MSC: NCLEX: Psychosocial Integrity: Psychological Adaptation

4. An urban area has been reported to have a high perinatal mortality rate. The nurse explains
that this statistic refers to:
a. Maternal and infant deaths per 100,000 live births per year
b. Deaths of fetuses weighing more than 500 g per 10,000 births per year
c. Deaths of infants up to 1 year of age per 1,000 live births per year
d. Fetal and neonatal deaths per 1,000 live births per year
ANS: D
The perinatal mortality rate includes both fetal and neonatal deaths per 1,000 live births per
year.

DIF: Cognitive Level: Comprehension REF: 9 OBJ: 13

TOP: The Present-Child Care KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

5. Current maternity practices focus on:

a. Hospital births for the majority of women
b. The traditional family unit
c. Teaching the proper attitudes toward childbearing
d. A quality family experience for each patient
ANS: D
Current maternity practice focuses on a high-quality family experience.

DIF: Cognitive Level: Comprehension REF: 6 OBJ: 2

TOP: The Present-Maternity Care KEY: Nursing Process Step: N/A
MSC: NCLEX: Health Promotion and Maintenance

6. The nurse explains that the individual who advocated the establishment of the Children’s
Bureau was:
a. Lillian Wald
b. Florence Nightingale
c. Florence Kelly
d. Clara Barton
ANS: A
Lillian Wald is credited with suggesting the establishment of a federal Children’s Bureau.

DIF: Cognitive Level: Knowledge REF: 3 OBJ: 7

TOP: The Past KEY: Nursing Process Step: Implementation
 MSC: NCLEX: Health Promotion and Maintenance: Growth and Development

7. As a result of research done in the 1930s by the Children’s Bureau:

a. Children with heart problems are now cared for by pediatric cardiologists
b. The Child Abuse and Prevention Act was passed
c. Hot lunch programs were established in many schools
d. Children’s asylums were founded
ANS: C
School hot lunch programs were developed as a result of research by the Children’s Bureau
on the effects of economic depression on children.

DIF: Cognitive Level: Knowledge REF: 3 OBJ: 7

TOP: The Past KEY: Nursing Process Step: N/A
MSC: NCLEX: Health Promotion and Maintenance: Coordinated Care

8. The government program that was implemented to increase the educational exposure of
preschool children is:
a. WIC program
b. Title XIX of the Medicaid program
c. The Children’s Charter
d. Head Start
ANS: D
Head Start programs were established to increase educational exposure of preschool
children.

DIF: Cognitive Level: Knowledge REF: 3 OBJ: 9

TOP: Government Influences in Maternity and Pediatric Care
KEY: Nursing Process Step: N/A
MSC: NCLEX: Health Promotion and Maintenance: Growth and Development

9. The nurse explains that guidelines that define multidisciplinary patient care in terms of
expected outcome and timeframe are known as:
a. Clinical pathways
b. Nursing outcome criteria
c. Standards of care
d. Nursing care plan
ANS: A
Clinical pathways, also known as critical pathways or care maps, are collaborative
guidelines that define patient care across disciplines. Expected progress within a specified
time line is identified.

DIF: Cognitive Level: Knowledge REF: 6 OBJ: 14

TOP: Health Care Delivery Systems KEY: Nursing Process Step: N/A
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care
10. A nursing student has reviewed a hospitalized child’s chart, interviewed her mother, and
performed a physical assessment. The next step in developing a nursing care plan for this
child is to:
a. Identify measurable outcomes with a time line
b. Identify specific nursing implementations for the child
c. Determine appropriate nursing diagnoses
d. State nursing actions related to the child’s medical diagnosis
ANS: C
The nurse uses assessment data to select appropriate nursing diagnoses from the NANDA
list. Outcomes and Implementations are then developed to address the relevant nursing
diagnoses.

DIF: Cognitive Level: Application REF: 15 OBJ: 6

TOP: Nursing Process
KEY: Nursing Process Step: Nursing Diagnosis
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

11. A nursing student on an obstetrical rotation questions the floor nurse where the LVN/LPN
scope of practice is defined. The nurse directs the student to contact the:
a. American Nurses Association
b. State Board of Nursing
c. Joint Commission on Accreditation of Healthcare Organizations
d. Association of Women’s Obstetric and Neonatal Nurses
ANS: B
The scope of practice of the LVN/LPN is published by the State Board of Nursing.

DIF: Cognitive Level: Application REF: 16 OBJ: 11

TOP: Critical Thinking KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

12. The delivery room nurse remarks that in 1884 Karl Credé recommended that:
a. All women should be delivered in a hospital setting
b. Chemical means should be used to combat infection
c. Podalic version be done on all fetuses
d. Silver nitrate be placed in the eyes of newborns
ANS: D
In 1884 Karl Credé recommended the use of 2% silver nitrate to be placed in the eyes of
newborns to reduce the incidence of blindness. The practice is still current, but uses 1%
silver nitrate.

DIF: Cognitive Level: Comprehension REF: 2 OBJ: 7

TOP: Use of Silver Nitrate KEY: Nursing Process Step: N/A
MSC: NCLEX: Health Promotion and Maintenance: Prevention and Early Detection of
Disease

13. White House Conferences on Children and Youth are held every _____ years.
a. 2
 b. 3
c. 5
d. 10
ANS: D
White House Conferences are held every 10 years.

DIF: Cognitive Level: Knowledge REF: 5 OBJ: 9

TOP: White House Conferences KEY: Nursing Process Step: N/A
MSC: NCLEX: Health Promotion and Maintenance: Prevention and Early Detection of
Disease

14. The nurse takes into consideration in designing the nursing care plan for a vaginally
delivered postpartum patient that the patient will be hospitalized a minimum of ____ hours.
a. 24
b. 48
c. 36
d. 72
ANS: B
Postpartum patients who deliver vaginally stay in the hospital for an average of 48 hours,
patients who have had a cesarean delivery usually stay 4 days.

DIF: Cognitive Level: Application REF: 6 OBJ: 12

TOP: Hospital Terms for Postpartum Patients
KEY: Nursing Process Step: Planning
MSC: NCLEX: Health Promotion and Maintenance: Prevention and Early Detection of
Disease

15. The nurse explains that the clinical pathway or critical pathway improves quality of care by:
a. Listing diagnosis specific implementations
b. Outlining expected progress with stated time lines
c. Prioritizing effective nursing diagnoses
d. Describing common complications
ANS: B
Critical pathways outline expected progress with stated time lines. Any deviation from those
time lines is called a variance.

DIF: Cognitive Level: Comprehension REF: 6 OBJ: 14

TOP: Critical Pathway KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

16. When the patient asks the nurse to explain what is meant by “gene therapy,” the nurse’s best
response would be that gene therapy:
a. Can replace missing genes
b. Evaluates parent’s genes
c. Can change the sex of the fetus
d. Supports the regeneration of defective genes
ANS: A
 Gene Therapy can replace missing or defective genes.

DIF: Cognitive Level: Analysis REF: 10 OBJ: 2

TOP: Gene Therapy KEY: Nursing Process Step: Implementation
MSC: NCLEX: Health Promotion and Maintenance: Prevention and Early Detection of
Disease

17. The nurse clarifies to a patient that diagnosis related groups (DRGs) are designed to contain
medical care costs by:
a. Determining payment based on diagnosis
b. Requiring two medical opinions to confirm a diagnosis
c. Organizing HMOs
d. Defining a person who will require hospitalization
ANS: A
DRGs determine the amount of payment and length of hospital stay based on the diagnosis.

DIF: Cognitive Level: Comprehension REF: 11 OBJ: 12

TOP: DRGs KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

18. An example of an NIC is:

a. Patient will ambulate in the hall independently for 10 minutes three times a day.
b. The nurse will report temperature elevations to the charge nurse.
c. The nurse will offer extra liquids at all meals.
d. Patient will express pain relief after massage.
ANS: C
NICs (Nursing Implementations Classifications) are guides to nursing actions.

DIF: Cognitive Level: Application REF: 15 OBJ: 15

TOP: NICs KEY: Nursing Process Step: N/A
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

19. The nurse clarifies to the patient that computer charting supports accurate and
comprehensive documentation by requiring:
a. A uniform style of chart
b. Certain responses before allowing the user to progress
c. Documentation reflective of the Nursing Care Plan
d. A daily audit by the charge nurse
ANS: B
Comprehensive charting by computer is ensured by requiring specific input in designated
categories before the user can progress through the system.

DIF: Cognitive Level: Application REF: 16 OBJ: 2

TOP: Computer Charting KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Coordinated Care

MULTIPLE RESPONSE
1. The nurse clarifies that family-centered care focuses on:
Select all that apply.
a. Family integrity
b. Family as caregivers
c. Family as decision makers
d. Empowerment of the family
e. Cultural values of the family
ANS: A, B, C, D, E
Family-centered care empowers the family to exercise its own integrity to give care and
make medical decisions that are culturally consistent.

DIF: Cognitive Level: Analysis REF: 2 OBJ: 2

TOP: Family Centered Care KEY: Nursing Process Step: Implementation
MSC: NCLEX: Health Promotion and Maintenance: Coordinated Care

2. The nurse explains that the developments in the early 20th century that focused on
hospitalization for childbirth were:
Select all that apply.
a. Use of specialized obstetrical instruments
b. Use of anesthesia
c. Physicians’ closer relationships with hospitals
d. Focus on family-centered care
e. Insurance coverage
ANS: A, B, C
In the early 1900s the development of specialized obstetrical instruments, better modes of
anesthesia, and the physician’s reliance on hospital services were instrumental in bringing
childbirth to the hospital rather than at home.

DIF: Cognitive Level: Analysis REF: 2 OBJ: 2

TOP: Hospitalization for Childbirth KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Safety and Infection Control

3. The nurse points out that some non-family-centered policies of hospital in the 1960s were:
Select all that apply.
a. Waiting room for fathers
b. Sedation of mother during labor
c. Delay of reunion of mother and baby
d. Stringent visiting hours
e. Restrictions of visitations by minor children
ANS: A, B, C, D, E
Hospital policies in the 1960s provided a separate waiting room for fathers while the mother
went through labor in a sedated state. The reunion of mother and baby was delayed for
several hours due to the sedation. Visiting hours were rigid and disallowed the visitation of
minor children.

DIF: Cognitive Level: Comprehension REF: 3 OBJ: 2

 TOP: Non-Family-Centered Practices KEY: Nursing Process Step: Implementation
MSC: NCLEX: Safe, Effective Care Environment: Safety and Infection Control

COMPLETION

1. The nurse who is very conscientious about handwashing is following the concepts set out by
____________________ and ____________________.

ANS: Lister and Pasteur

DIF: Cognitive Level: Application REF: 2 OBJ: 7

TOP: Handwashing KEY: Nursing Process Step: Implementation
MSC: NCLEX: Health Promotion and Maintenance: Safety and Infection Control
NOT: Rationale: Both Lister and Pasteur set out that handwashing could reduce incidence
of infection by cross-contamination.

2. The first White House Conference on Children and Youth was called by
______________________________.

ANS: Theodore Roosevelt

DIF: Cognitive Level: Knowledge REF: 5 OBJ: 7

TOP: White House Conferences KEY: Nursing Process Step: N/A
MSC: NCLEX: Health Promotion and Maintenance: Prevention and Early Detection of
Disease
NOT: Rationale: Theodore Roosevelt called the first White House Conference in 1909.
Another random document with
no related content on Scribd:
shown in Figs. 10, 11, and 12. The two weavers are represented by
the letters P and Q. The weaver P passes back of spoke T and out
between T and U. The weaver Q is then used in the same manner,
and so on, around the stool. When the post is approached the
weaver that comes out between the last spoke and the post is
passed around the post and in behind the next spoke on the other
side. It will be seen in the pairing weave that the weaver behind is
always thrown over the other weaver. This gives the appearance of a
rope twist to the weaving, and also cinches it to the spokes and
prevents slipping. Always pass the one weaver around the post twice
to take up the space for the one that cuts across the corner. The
weaving of the sides or apron is done with the object turned upside
down, where it is in a good position for finishing off, which is
sometimes called breaking down.
If the weaving has been carried far enough, the extra spokes are
cut off even with the weaving, and the breaking down may be done
as follows: The spoke R, Fig. 13, is shown turned down back of the
spoke S, and S back of T and out. The spoke R, as shown in Fig. 14,
is back of S, in front of T, back of U, and out between U and V, but as
R is brought out, the spoke T is brought down back and parallel with
R. Likewise the spoke S passes back of V, and U is brought down
with it. The spoke T is brought back of W and V is brought down
back of it. The short end of R is inserted under the roll, between the
roll and the weaving, and is left extending on the inside. If it is too
long, it can be cut off close to the inside of the weaving. In Fig. 15, all
the short ends are shown brought through to the back as far as the
weaving is illustrated. At the corners, the posts are used as spokes.
To finish the roll, the spokes will have to be inserted through the roll,
to correspond with the rest of it; hence, the beginning of the roll
should be left loose, as in Fig. 13.
 Fig. 10 Fig. 11 Fig. 15

Fig. 12 Fig. 13 Fig. 14

The Weaving of the Apron is Done in the Same Manner as in Making a

Basket, with the Break Down to Form the Edge

In weaving, the weavers should be kept wet, but not the spokes.
Do not put the reed in water and leave it for any length of time, as it
will become discolored. About 15 minutes will be sufficient to make
the reed pliable, then it is best to have a sponge and bucket of water
at hand, to dampen long weavers frequently by drawing the reed
across the wet sponge. Besides being more workable, the wet reed,
held in place until dry, stays curved in the form woven much better.
Some workmen leave the reed in water for a long time and depend
on bleaching to whiten it, but so much of the bleached work looks
like a poor job of painting that it is much better to keep it white from
the start. In case bleaching is found necessary, a little chloride of
lime in water makes a good bleacher. Avoid making the solution too
strong. It should be put on with a brush, so as to get it into the
interstices of the weaving, whereupon the work is placed in the
sunshine to dry.
Any kind of reed used will have some of the small hairlike fibers
sticking out after the weaving is complete, and this should be singed
off with a gas flame. A blowtorch is good for this purpose. Be careful
not to scorch the weaving.
 A Homemade Ellipsograph
By J. A. SHELLY

The instrument illustrated was designed to take the place of the

two nails and a piece of string for drawing ellipses of different sizes.
It is made of hard wood, preferably maple or beech, and consists of
a bar with one fixed and one sliding head, the latter having a wedge
clamp to hold it at any point desired on the bar.
In the ends of the heads are driven two coarse needles that have
been broken off about ⁵⁄₈ in. from the eye end. These ends should be
placed ¹⁄₈ in. from the inside of each head and the same distance
from the bottom, and driven in until the eyes are each ¹⁄₈ in. from the
surface. A piece of linen thread is run through the eye of the needle
that is in the end of the sliding head and knotted to prevent its pulling
out, and the free end is run through the needle eye on the fixed
head. The thumb tack in the fixed head is to secure the free end of
the thread. The tack is driven in at an angle so that one edge sticks
up enough to allow the thread to be pulled under it.
 The Sliding Head can be Set so That Any Size Ellipse may be Drawn within
the Scope of the Instrument

To operate the ellipsograph lay out the length of the major axis on
a center line, then bisect the distance between these points and
erect a perpendicular. On this line lay off half the minor axis,
measuring from the center line; then from this point locate the foci by
setting the dividers to half the major axis and scribing arcs of circles
to cut the center line. Set the heads of the instrument so that the
projecting needle ends will be the same distance apart as the foci,
and clamp the sliding head with the wedge. Set the instrument so
that the needle eyes will be exactly over the points where the foci are
on the center line. A pencil, with a little groove filed ¹⁄₈ in. from the
point, for the thread to run in, is set to half the minor axis and the
thread is pulled taut and secured by the thumb tack. The pencil
should be held perfectly perpendicular while scribing the line. The
instrument must be reversed to draw the other half of the ellipse.
To draw an ellipse that will be an exact projection of a circle at any
given angle it is necessary to determine the length of the major axis.
This may be done by laying out the circle, either full size or to scale,
and projecting two parallel lines equal to the diameter of the circle, or
its scale, and connecting these lines with a line drawn to the required
angle. The length of this line is the major axis.
¶Never run a glass cutter over the same line twice, as this will ruin
the cutter. Alcohol rubbed along the line to be cut aids in the
process.
 Ship’s-Wheel Device for a Radiator Valve
Leaving one’s comfortable bed to open the valve of a radiator in a
cold room is an unpleasant task. The device shown in the sketch
obviates the necessity for leaving the bed, yet gives as positive
control over the valve as if the hand were on the valve wheel.

Draw on the Proper Cord to Open or Close the Valve

 The construction of the pulley attached to the top of the valve
wheel is shown in the small sketch at the right. It is built up of a
center section of wood and flanges of sheet metal, fastened with
screws. The pulleys attached to the wall are built in the same way,
but are smaller. Any size that is convenient may be used for the
larger as well as the smaller pulleys, but the larger pulley must be
small enough so that it will not rub against the end of the radiator.
The cord is wound around the pulley at the valve handle, several
times, like the steering cord on a motorboat. This gives a positive
grip on the pulley. The cord may be conducted directly from the large
pulley to the nearer small pulley, the other small one being omitted.
To operate the device draw on the proper cord to open and close
the valve. It would be well to mark the cords with tabs so that they
may be readily distinguished.—Contributed by P. D. Norton,
Chicago, Ill.
Lighted Whirling Fan Used as Radiator Ornament
An ornament for the automobile-radiator cap that attracted a great
deal of attention at night was made by attaching two incandescent
lamps to the blades of a small propeller, which is whirled around by
the wind. By using the shaft on which the wheels of a roller skate
revolve, ball bearings were provided. One end of this shaft is held
rigid in a block of wood.
 Homemade Ornament for an Automobile Radiator Revolves with the Bulbs
Lighted, Attracting Attention

The wires which lead from the propeller are run under the hood,
and attached to the socket for the trouble lamp. They are taped to
the rod that braces the radiator, to avoid a short circuit, and then out
from under the hood at the radiator cap, and connected to the
brushes A and B. The incandescent electric-light bulbs are attached
to the ends of the propeller blades and connected in series. The wire
is run from one side of the socket E to the collar C, and soldered to
the latter. The wire from the other side of the socket is connected to
the other lamp F. The other wire from this lamp socket at F is
soldered to the other collar D. The brushes are made by bending a
strip of copper into the shape shown in the detail, and fastening it to
the wooden block by means of screw binding posts, soldered to the
strips.—F. Lloyd Adams, Jersey City, N. J.
 A Fifty-Cent Electric Stove
Few persons realize what an intense heat may be developed
when the globe of an ordinary incandescent lamp is tightly inclosed,
largely eliminating the loss of heat. When the lamp is inclosed, the
temperature will increase until the rate of radiation is equal to that at
which the heat is generated. A good reflector is a poor radiator,
hence, when the metal wall surrounding the lamp is bright and shiny,
both inside and out, the heat is reflected inward.

A Handy Electric Stove can be Made at an Outlay of 50 Cents

To make a small stove that will keep liquids warm, melt paraffin,
dissolve glue, etc., procure an ordinary 16-cp. carbon lamp, a
porcelain receptacle, and a bright, clean tin can, about 4 in. in
diameter and 7 in. long. Thoroughly blacken the bottom on the
inside, and then solder on four small brackets, cut from sheet brass
or copper, so that the can may be held down firmly, when inverted on
the base. The latter should preferably be made of hard wood, with
the upper edges beveled, as shown. Next bore the hole for the wire
or flexible cord. Fasten down the porcelain receptacle, connect the
wiring, screw in the globe, and screw down the tin can; the stove is
then ready for operation.—John D. Adams, Phoenix, Ariz.
 Woven Reed Furniture
By CHARLES M. MILLER
A Variety of Small Stools and
Foot Rests

[The various materials referred to in this article by number or size were

described in detail in an article on “A Reed Basket,” in the Boy Mechanic,
Book 2, page 257.]

Footstools of reed are preferable, in the home, to those made of

other materials, because of their light weight, rounded edges, and
comfortable, yielding tops. Reed, rattan, and similar material, used in
their construction, withstand hard wear, and will not easily mar floors
or furniture, a feature not to be overlooked, especially since the
footstool is a favorite seat or play table of children. Several types of
stools and foot rests are shown in the illustration. A stool having a
framework of dowels, covered with reed, and utilizing the frame to
produce a paneled effect, is shown in Fig. 3. The upper dowel of the
framework is covered and woven over with the top, in the somewhat
lighter stool shown in Fig. 8; the legs are braced at the ends with
reed, arched and covered with winding reed. The stool shown in Fig.
11 is designed with rounded lines, the bracing dowels being set low,
and a panel of openwork woven into the sides. Figure 15 shows a
foot rest, the framework of which is steamed and bent, and the top
slanted to provide a more comfortable rest for the feet. It is strongly
braced, paneled on the sides with winding reed, and ornamented
with openwork scrolls. The details of the construction of the frames
and the method of weaving the reed are shown in the other
sketches.
Dowels, ³⁄₄ in. in diameter, are used for the main framework of all
of the stools shown. The dimensions of the various stools may be
made to suit individual taste, those suggested in each instance
having been found satisfactory. A good size for the stool shown in
Fig. 3 is: height, 9 in.; width, 11 in.; length, 15 in. The lower of the
horizontal dowels should be set at least one-third the height of the
leg from the top. The braces are notched at their ends to fit the curve
of the legs, and finishing nails are driven into them through the legs.
The corner joints are further reinforced by a binding of reed, placed
over them. The holes for the spokes are bored through the braces
before the construction is nailed together. They should be bored
about 1¹⁄₄ in. apart, spaced uniformly, according to the length and
width of the stool. The tops of the legs should project about ¹⁄₁₆ in.
above the upper braces, so as to produce a level surface when the
winding reed is applied.
The upper end of the legs must first be covered with winding reed,
as shown in Fig. 2. Tack a strip of the reed on; then add successive
pieces, as shown, until the end is covered. The joint of the leg and
the lower brace must be reinforced, as shown in Fig. 2, by tacking
winding reed over it horizontally. The braces must then be wound
with winding reed, the spokes being inserted later. In winding the
reed on the braces, tack one end of it to the brace at the left of a leg;
then begin the winding on the brace to the right of the leg, and as
each hole is encountered mark with pencil on the reed, so that if any
of the holes are covered they may be found easily, when inserting
the spokes. The marks should be made on the lower side.
The spokes extend from the lower edge of the bottom rail on one
side to the lower edge of the corresponding rail or brace on the
opposite side. Short spokes are fitted between the upper and lower
rails at the ends of the stool. The top is woven complete before the
sides are woven, the pairing weave being used. In this method two
strands of reed are handled together, the first passing behind one
spoke, and being below the second strand, and then passing in front
of the next spoke, and being above the second strand, etc. This
weave is shown in detail in Fig. 9, illustrating an article on “Taborets
and Small Tables for the Summer Veranda,” page 155, July, 1916.
The weaving of the top includes the covering of the upper rails at the
ends of the stool, which are wound in as spokes, the reed passing
around them and being directed back in the opposite direction.
The weaving for the sides is carried around the stool continuously,
passing around the legs. One of the strands in the pairing weave
passes behind the leg, and the other must be wound around it an
extra turn, to cover up the space otherwise exposed. The reed is
wound around the legs to the lower end, the strand being tacked at
the inner side of the leg.
The framework for the second type of stool is shown in Fig. 6. The
two side rails are fixed into place by the same method used in
making the first stool, and the frame is braced on the ends by
sections of No. 12 or No. 14 reed. These are fitted into place and
covered in the winding. The braces should be fitted to the curve of
the leg, and nailed into place with small finishing nails. The ends
where the braces join the legs and rails should be whittled down to a
long, thin wedge, so that they may be bound in securely by the reed
that is wound around the legs, as shown in Fig. 4.
The spokes in this model, as shown in Fig. 6, do not pass through
the upper rails, but extend from one lower rail over the upper rails
and to the lower rail on the opposite side. This makes it necessary
that the upper rails be set slightly below and in from the top and
outer edges of the legs. The lower rails should then be set in so as to
be uniform with the upper ones.
 The lower rails and the end braces are wound by the method used
for the rails in the first stool. The tops of the legs are finished
differently, however, as shown in Figs. 4 and 5. The weaving is
begun at the lower rail, and proceeds until the side panel is filled to
the under edge of the upper rail. The weavers cannot then be
returned at the corner, and are cut off to extend 2 in. beyond the leg.
Their ends are thinned out, and then brought around the corner
against the upper rail on the end, as shown in Fig. 5. Alternately they
are turned down on the leg and against the end rail, producing a
covering for the corner. The strands of the top are woven over the
thinned-out ends, and bound over the joint of the braces with the
upper rail. The corners may be beaten gently with a block of wood to
smooth them, and to bring the weavers firmly together. The weavers
pass twice around the legs, as each strand is brought to the leg, as
shown in Figs. 5 and 7. It will be found convenient to place the
spokes in only one lower rail, as in Fig. 6, while weaving the first side
panel, and the top. As the work proceeds the spokes are bound
down to the upper end rails, and when the middle of the second side
panel is reached, they are trimmed off and fitted into their holes, on
that side.
The third stool differs fundamentally from the preceding ones in
that the framework is curved at the upper ends, and the weaving of
the top is carried down over the ends. The framework is shown in
detail, in Fig. 9. Ash dowels, ³⁄₄ in. in diameter, are used for the
framework, and the rails are notched into the main sections, and
nailed, as were those in the preceding stools. The length of the
curved dowels must be determined carefully, and it is desirable to
have the stock longer than is necessary for the finished pieces, so
that inaccuracies in bending may be allowed for properly. The
distance between the legs should be such that a space of ¹⁄₂ in. is
provided between the legs and the first hole for the side spokes, and
the intervening spokes should be placed 1 in. apart. A satisfactory
size is to make the stool 6 in. high, the end rails 8 in., and the side
rails 13 inches.
 Fig. 1 Fig. 2 Fig. 3
Fig. 4 Fig. 5
Fig. 6 Fig. 7 Fig. 8
Fig. 10
Fig. 9 Fig. 11
Fig. 12
Fig. 14 Fig. 15
Fig. 13

The Making of Stools in Woven Reed Affords the Craftworker an Excellent

Opportunity to Produce Constructions, for Home Use, or as Gifts, That
Have Originality and a Personal Element. The Frameworks for Four
Typical Stools and Foot Rests are Shown at the Left, and the Completed
Objects at the Right. Figure 14 Shows a Variation Adaptable to the
Methods of Weaving Shown in Other Models

The method of bending the dowels is shown in Figs. 12 and 13.

They must be soaked in hot water or steamed, and clamped around
the form as indicated, being left to dry. A pipe fitted over the ends of
the dowels, to give leverage, will aid in bending them. The form is
made by fitting pegs, suitably spaced, into a board, ⁷⁄₈ in. or more in
thickness. The curved pieces may be braced temporarily, as shown,
and removed from the form when partly dried, so that it can be used
quickly for the second piece. The pegs must be set close enough
together so that the curve at the upper ends of the legs will not be
too large, making the legs appear short. Care must be taken in
bending this short curve, as the dowels are likely to break if the
curve is quite abrupt. By setting the pegs solidly and making them
long enough, two pieces of dowel rod may be curved in the form at
the same time, and permitted to dry. A convenient tray of galvanized
iron, for use in heating water for the moistening of the dowels, is
shown in Fig. 10. It is 28 in. long, but may be made shorter if the
points at which curves are to be made are moistened separately. A
wash boiler, or any other suitable vessel, may be used for heating
the water and dipping the dowels into it. After being shaped, the
pieces are trimmed off to the proper height on the leg portions. Holes
for the spokes are then bored through the lower and side rails, and
they are notched and nailed to the legs.
The cross rails of the framework, shown in Fig. 9, are fixed into
place by the method used in the previous models. The lower rails
should be set about 2 in. from the floor, and are bored for double
spokes. The rails are set with their outer edges ¹⁄₈ in. in from the
edges of the legs, so that the weaving will be flush with the surface
of the legs, rather than project slightly beyond it. The spokes for the
ends and seat, or top, pass from one lower rail on one end to the
corresponding rail on the other end, and are supported on the upper
end rails. There are no corners to be fitted with the winding reed in
this model, as the windings continue over the curves at the ends and
down over the latter, by the same method of weaving as used in the
top. The weaving is begun at the lower rails, and passes completely
around the sides and ends of the stool, until about 1¹⁄₂ in. has been
covered, up from the lower rails. The ends only are then covered, the
strands of reed passing around the curved portion of the upper rails,
and around the dowels forming the support for the top, in weaving
back and forth.
The ornamental weaving at the sides of the stool is produced by
spreading out the double spokes and conducting them to the proper
holes in the upper rails. Several types of design may be made by
crossing the spokes in various ways before setting them into the
holes in the rails. The short spokes in the sides are permitted to
remain with their upper ends free and longer than necessary while
the 1¹⁄₂-in. lower section is woven. They must be cut carefully to the
size necessary to form the desired design, and the ends glued into
the holes.
The stool shown in Fig. 15 is designed as a foot rest, with a
slanting top. It is similar in general construction to that shown in Figs.
9 and 11, the framework being made of dowels, bent to the shape
indicated by means of a form. The top and ends are woven in the
manner described for the previous model. A point of difference to be
noted is the bracing by means of a woven panel below the side rails,
as shown in Fig. 15. This feature may be carried around the ends
also, or the ends may be braced to the lower side panel by the
method of bracing shown in Fig. 4. The rails around the stool are all
on the same level. The double spokes for the top are fixed into the
end rails, the spokes for the side panels into the side rails, and the
smaller dowel placed at the lower edge of the side panels, as a
support for the twisted weaving shown. The weaving of the top and
the panels is by the method used in the previous model. The scrolls
fitted into the open portions of the sides are tacked into place, and
the strands of weaving reed carried over them, where the curves
touch the upper and lower rails. A variety of designs may be worked
out for the openwork. The scrolls are made of No. 6 or No. 8 reed,
and should be formed on a base, as in Fig. 12, brads being used to
hold them in shape until dry.
Another type of foot rest with a slanting top is shown in Fig. 14.
The framework is built up of dowels, straight sections only being
used. The joints are fastened by the method used in the first and
second models described. The method of covering the frame is
essentially the same as for the stool shown in Fig. 15, or an
adaptation of that used in Fig. 11 may also be applied. Where
facilities for steaming or moistening the dowels are not to be had
conveniently, this type of construction will be found satisfactory, the
designs being limited to straight lines, however. The method of
covering the framework used in Fig. 3 is also available for the
framework shown in Fig. 4, and the corners may be finished as
shown in Fig. 2. Numerous variations and combinations of the types
shown may be worked out readily after one has become reasonably
familiar with the possibilities of woven-reed construction.