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     ~  -~SFP 25 1 931 
                                      PREFACE 
    After many years of experience in the millinery trade in New York and
Paris and in teaching 
and supervising millinery classes in the trade schools of New York City,
I have written this series 
of job sheets, "How to Make Hats," in an effort to simplify the
teaching of millinery in day and 
evening schools, and to help teachers, students, and home milliners to follow
trade standards. 
    The book has been divided into ten units, totaling seventy jobs. Each
unit consists of a 
group of closely related jobs which constitute a definite division of millinery.
The material for 
this text has been worked out in both day and night classes in trade schools.
A job, as used in this 
text, is the sum total of a definite group of operations needed to complete
a particular problem 
in millinery. Specific directions for performing each operation are given.
A job in this sense does 
not mean a piece of work which may be completed in one lesson, since no two
schools allow the 
same amount of time for a lesson, and the time necessary for the completion
of any given job varies 
with the skill of the worker and the size of the hat. Job sheets are useful,
not only during any 
given course, but for similar problems which the student may encounter after
she has left school. 
     The order in which the job sheets are given here need not be the order
of presenting them 
to the class. For instance, the unit 'Finishing Processes' is given as the
second unit in the 
book, because those processes may be applied directly to hand-blocked felt
or straw hats (Unit I), 
although they may also be used with other types of hats. The arrangement
of the jobs permits 
the pupil to begin at any point, and the teacher to shift jobs and units
at her discretion. Several 
suggestions for courses suitable for schools of different types are given
in the Appendix. 
     These job sheets are published in bound form in order to facilitate
the use of the detailed 
index and the references from one job to another and to show the interrelationship
of the various 
operations. 
     The fundamental principles of millinery, with due consideration to line,
color, and propor- 
tion, have been worked out so clearly and explicitly that, regardless of
changes in fashion and 
regardless of whether millinery is being taught as part of a home economics
program or from the 
trade point of view, the individual student using these job sheets may complete
each problem 
with a minimum of instruction from the teacher. The job sheets are a teaching
device to make 
teaching more effective. They may be used in all types of day and evening
schools, from the 
prevocational school to the university. The use of job sheets gives the student
a feeling of 
independence and makes possible the handling of large groups. They are suitable
for individual 
and for group and class instruction. The individual student or different
groups may be using 
different job sheets during the class period, or the instructor may give
a demonstration lesson to 
the whole class on a single job. Their use in demonstration enables the student
to follow the 
directions as given step by step, and the illustrations serve as a permanent
demonstration lesson. 
     After completing all of the units in this series, the student should
have a well-rounded knowl- 
 edge of the most important principles used in making hats. Fashion elements
have been omitted 
 and for that reason there are no job sheets on trimmings. 
     I acknowledge my gratitude to Sylvia Y. Gordon, who has so painstakingly
illustrated the 
 various operations in each job, to Bernice Beyer for her valuable assistance
and cooperation in 
 revising some of the sheets, and to my other colleagues at the Central Needle
Trades School, who 
 have assisted, in any way, in compiling or illustrating this book. 
 ROSALIND WEIss. 
   NEw YORK, 
   June, 1931. 
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