Understanding the American Promise

Volume 2 A History From 1865 3rd

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1. What caused the Seven Years' War?
A) Conflicts over territory in the Ohio Valley
B) A dispute between Indians and the French
C) French fur trapping along the Hudson River
D) Conflicts between New England and New France

2. What did the attack at Fort Necessity reveal about the French commitment to the Ohio
territory?
A) The French lacked the manpower to hold the territory.
B) The French had no intention of departing the disputed territory.
C) The French could not defeat General George Washington.
D) The French could not win without the help of the Mingo Indians.

3. What did Benjamin Franklin and Thomas Hutchinson hope to accomplish with the
Albany Plan of Union?
A) Peace with New France
B) Separation from Parliament
C) The formation of a strong federal government
D) The creation of an Indian policy

Page 1
4. According to the inscription in “Silver Medal to Present to Indians,” who were “HAPPY
WHILE UNITED”?

A) All the European nations

B) The British and the Indians
C) The British among themselves
D) All colonists in the New World

Page 2
5. According to Map 6.2: Europe Redraws the Map of North America, 1763, which of the
following European powers had the smallest colonial presence by 1763?

A) Britain
B) France
C) The Netherlands
D) Spain

6. How did William Pitt turn the Seven Years' War in favor of the British?
A) He held successful negotiations with the Iroquois.
B) He captured of the French fortress city of Quebec.
C) He committed massive resources to the war.
D) He adopted the tactics of guerrilla warfare.

Page 3
 7. Which territory did England receive in the Treaty of Paris?
A) Cuba
B) Canada
C) Martinique
D) New Orleans

8. What did the colonists learn from the Seven Years' War?
A) British soldiers expertly engaged in frontier warfare.
B) Britain's leaders welcomed their participation in political affairs.
C) British military discipline was harsh.
D) Great Britain saw little value in maintaining the American colonies.

9. What role did the Indians play in the Treaty of Paris?

A) They negotiated protection for their land in the Ohio Valley.
B) They were invited to the negotiations but won no concessions.
C) The chief Minavavana negotiated on behalf of the Indians.
D) The major European powers did not consult the Indians at all.

10. Who was credited with leading a violent rebellion against the British in 1763?
A) Minavavana
B) Jeffrey Amherst
C) Pontiac
D) The Paxton Boys

11. What was the purpose of the Proclamation of 1763?

A) To establish a permanent boundary line between Indians and colonists
B) To protect the French fur trade from assaults by colonists or Indians
C) To identify western lands as formally belonging to the Indians
D) To prevent colonists from settling west of the Appalachian Mountains

12. Why did King George III seek to extract more money from the colonists?
A) He was displeased with the profits from colonial exports.
B) His policies were an extension of his aggressive personality.
C) He thought the colonists should help pay England's war debt.
D) He wanted to punish colonists who called for independence.

Page 4
13. In an effort to generate income for England, in 1764 George Grenville initiated the
A) Currency Act.
B) Sugar Act.
C) Molasses Act.
D) Proclamation Act.

14. How did the Stamp Act differ from the Sugar Act?
A) The Stamp Act was merely a revision of a previously existing tax.
B) The Stamp Act was a tax to be paid mainly by merchants and shippers.
C) The Stamp Act was enforced by British instead of American officials.
D) The Stamp Act was an internal tax that affected a great number of colonists.

15. George Grenville claimed that Americans had “virtual representation” because
A) the colonists were allowed to send delegates to the House of Commons.
B) each American colony had its own colonial assembly for governance.
C) the House of Commons represented all British subjects, wherever they were.
D) the colonists were represented in the Continental Congress.

16. Who initiated a series of resolves in Virginia in protest of the Stamp Act?
A) Samuel Adams
B) Patrick Henry
C) John Hancock
D) Ebenezer MacIntosh

17. What did the Virginia Resolves argue?

A) Colonists could not afford to pay more taxes.
B) Virginia alone had the right to tax Virginians.
C) Britain did not need more tax revenue.
D) The monarchy alone could tax Virginians.

18. What was the reaction to the Virginia Resolves?

A) Virginia's political leaders viewed them as moderate and necessary measures.
B) Few people discussed the Virginia Resolves outside of Virginia.
C) The crown adopted some of the resolves after protest from the colonists.
D) Colonists saw them as radical because newspapers printed all seven resolutions.

Page 5
19. The first street demonstrations against the Stamp Act occurred in which colony?
A) Massachusetts
B) Rhode Island
C) Pennsylvania
D) Virginia

20. What did the protests of the Sons of Liberty prove to colonists?
A) British authority would quell such riots in the future.
B) Stamp distributors were more popular than they had realized.
C) The British police force would ignore demonstrations.
D) Demonstrations could have a decisive impact on politics.

21. How did Massachusetts protestors target Lieutenant Governor Thomas Hutchinson?
A) Protestors ransacked his house until only the exterior walls stood.
B) Colonists attempted to assassinate him after he supported the Stamp Act.
C) Gangs of seamen in Boston tarred and feathered him.
D) A congressional meeting in Philadelphia called for his resignation.

22. What was the significance of the Stamp Act Congress, held in New York in 1765?
A) Representatives could not agree on a unified policy.
B) It protested the enslavement of blacks in the South.
C) Delegates threatened rebellion against Britain.
D) It advanced the idea of intercolonial political action.

23. How did the British government respond to the colonial reaction to the Stamp Act?
A) It affirmed the governing power of the colonists.
B) It prepared for a long military conflict.
C) It repealed the Stamp Act in March 1766.
D) It initiated imperial restructuring.

24. How did the Declaratory Act show Britain's refusal to compromise on Parliament's
power to tax?
A) It asserted Parliament's right to legislate for the colonies.
B) It gave more power to the colonial governors.
C) It initiated a new series of taxes on rarely used colonial goods.
D) It gave colonists authority to legislate for themselves.

Page 6
25. In 1767, Charles Townshend enacted the Revenue Act, which
A) levied an internal tax against the colonists.
B) placed new duties on imported items.
C) was an innovative form of income tax.
D) taxed building materials, such as brick and wood.

26. How did the colonists respond to the Townshend duties?

A) They argued they could not afford to pay the burdensome tax rate.
B) They resented that part of the revenue would pay royal governors' salaries.
C) They did not mind paying the external duties on trade goods.
D) They cheered the fact that it strengthened legislative government in America.

27. Which of the following was a consequence of the tea boycott, according to the
illustration “Edenton Tea Ladies”?

A) Women acting too masculine

B) Women neglecting their educations
C) Women ignoring their duties as wives
D) Widespread acceptance of interracial marriage

Page 7
28. Which of the following statements characterizes the effects of the nonimportation
agreements of 1768–69?
A) Nonimportation failed due to tensions between southern farmers and northern
organizers.
B) Merchants and consumers needed little persuasion to join the nonimportation
movement.
C) Nonimportation efforts collapsed because southern merchants refused to abandon
British goods.
D) By 1769, merchants from New England to Charleston were supporting
nonimportation.

29. The Daughters of Liberty suggested that women participate in public affairs and protest
the Townshend duties by
A) participating in nonconsumption.
B) growing their own tea plants.
C) joining men in street protests.
D) marching on the governor's mansion.

30. What was the result of the anti-British boycotts of the late 1760s?
A) British merchants made more money.
B) Imports fell by 40 percent.
C) Anti-British sentiment decreased.
D) The Sons of Liberty ceased to exist.

31. What was the Boston Massacre?

A) A riot that killed two hundred people
B) A confrontation which left a customs official dead
C) A skirmish in which five people were killed
D) A mutiny aboard British ships carrying tea

32. John Adams represented British captain Thomas Preston and his soldiers who were
involved in the Boston Massacre in order to
A) please loyalist members of his family who had grown tired of his constant protests.
B) prove that the colonists had the upper hand.
C) sabotage the trial by offering a poor defense for the soldiers and guaranteeing their
conviction.
D) show that local leaders believed even unpopular defendants deserved a fair trial.

Page 8
33. What was the result of the Boston Massacre trial?
A) All but two of the soldiers were acquitted.
B) All of the soldiers were convicted of manslaughter.
C) All of the soldiers were branded on the thumbs.
D) All but three of the soldiers served jail time.

34. Lord North removed all the Townsend duties except for the tax on
A) tea.
B) glass.
C) lead.
D) paper.

35. “[I]n short the Ministry may rely on it that Americans will never be tax'd without their
own consent that the cause of Boston the despotick Measures in respect to it I mean now
is and ever will be considerd as the cause of America (not that we approve their
cond[uc]t in destroyg the Tea) & that we shall not suffer ourselves to be sacrificed by
piecemeal though god only knows what is to become of us, threatned as we are with so
many hoverg evils as hang over us at present; having a cruel & blood thirsty Enemy
upon our Backs, the Indians, between whom & our Frontier Inhabitants many
Skirmishes have happend, & with who(m) a general War is inevitable whilst those from
whom we have a right to Seek protection are endeavouring by every piece of Art &
despotism to fix the Shackles of Slavry upon us.”
In his letter to George William Fairfax, why did George Washington bring up Indians?
A) To propose them as potential allies in the struggle for independence
B) To compare the plight of the American colonists to those of the Indians
C) To bemoan that Americans must fight Indians while also being unprotected and
oppressed by Britain
D) To suggest that the Indians are in cahoots with the British

36. According to the British, the major purpose of the Tea Act of 1773 was to
A) break the American boycott of tea imported from England.
B) raise more revenue to cover military costs in North America.
C) boost sales for Britain's East India Company.
D) punish the Americans for importing tea from Holland.

37. Dissenting colonists believed the real goal of the Tea Act of 1773 was to
A) start a war with the colonies.
B) put Dutch tea companies out of business.
C) demonstrate cooperation on trade.
D) pay the salaries of royal officials.

Page 9
38. The Coercive Acts, passed by Parliament to punish Massachusetts for the Destruction of
the Tea, included
A) a law closing Boston harbor until the tea was paid for.
B) a new set of high internal and external tax laws.
C) a law stipulating criminals would be tried in Canada.
D) the end of spring elections of town selectmen.

39. The Quebec Act offended many Americans because

A) it denied many political rights to Roman Catholics.
B) it permitted criminal cases to be adjudicated without the use of juries.
C) it gave French Canadians unrestricted entry into New England.
D) it gave Roman Catholic Quebec control of the Ohio Valley.

40. “I observed with great concern a paragraph with the signature of 'Consideration,'
calculated to deter you from paying for the tea, a measure at this alarming juncture
highly necessary and what every REAL friend to the cause of America must think your
indispensible duty. While we contend for liberty, let us not destroy the idea of justice. A
trespass has been committed on private property in consequence of the Resolves of your
town. Restore to the sufferers the most ample compensation for the injury they have
received—convince your enemies that their property is secure in every Port on the
British Continent—Convince them that you do not regard the value of the article
destroyed—that you only deny the right of taxation. Let not the annals of your history
be sullied by a refusal—pay for the tea—it will rejoice your friends—it will convince
your adversaries that the cause you are attach'd to is a righteous and just cause.
Convince them that you regard honesty as much as liberty, and that you detest
libertinism and licentiousness. . . .”
Why did this anonymous author think that the patriots should pay for the tea lost during
the Boston Tea Party?
A) So that observers do not become distracted by the destruction of property and lose
sight of the real goal of liberty
B) Because the author disagrees with the goal of independence
C) So that the patriots could show the British that they were rich
D) Because they were wrong to destroy the tea under any circumstances

41. The “powder alarm” of September 1774 convinced Thomas Gage that
A) colonial rebellions were led by a small cadre of radicals.
B) colonists were not prepared to fight for their demands.
C) Britain had complete control over the colonies.
D) ordinary colonists would unite for armed conflict.

Page 10
42. Which colony failed to send a delegate to the First Continental Congress in
Philadelphia?
A) Rhode Island
B) New Jersey
C) Georgia
D) Pennsylvania

43. What was the purpose of the Continental Association created at the First Continental
Congress?
A) To abolish individual colonial governments
B) To enforce a staggered and limited boycott of trade
C) To share plans for resisting British oppression
D) To prepare for the possibility of war with England

44. Why did many Americans who supported the patriot cause accept the legitimacy of the
committees of public safety, the regrouped colonial assemblies, and the Continental
Congress?
A) American colonists were ready to demand independence from Britain.
B) Britain formally recognized the new governing bodies and ordered American
colonists to abide by their decisions.
C) The new governing bodies were composed of many of the same men who had held
elective office before.
D) They hoped that recognizing these new government bodies would allow them to
avoid further protest against the crown.

45. How did General Gage react to the increased violence and collapsing royal authority in
Massachusetts early in 1775?
A) He endorsed William Pitt's plan for reconciliation with the colonies.
B) He arrested the leaders of the resistance and made a show of force.
C) He requested twenty thousand additional troops from England.
D) He attempted to negotiate with the leaders of the resistance.

46. Why did General Gage plan a surprise attack on an ammunition storage site in Concord?
A) He believed that a small group in Concord was causing all colonial dissent.
B) He knew that the storage site contained all firepower in the area.
C) His intelligence revealed that the storage site would be unguarded.
D) British leaders ordered him to arrest the American troublemakers.

Page 11
47. Who fired the first shot at Lexington?
A) A British soldier
B) An American militiaman
C) A member of the Continental army
D) An unknown person

48. Following the battles of Lexington and Concord, Lord Dunmore, the royal governor of
Virginia, issued a proclamation
A) promising freedom to defecting, able-bodied slaves who would fight for the
British.
B) stating that he would free any slave who volunteered to fight for the British.
C) calling for Virginians to join him in freeing their slaves to fight.
D) stating that any slave caught fighting for the British would be hanged immediately.

49. Why did the northern slave Phillis Wheatley gain national attention?
A) She led Bostonian women in promoting spinning bees.
B) She wrote popular poetry about freedom for slaves.
C) She incited slaves to rebel against the British in Boston.
D) She started the Underground Railroad to free slaves.

50. After the conclusion of the Revolutionary War, slaves who had gained their freedom by
joining the British army settled in Nova Scotia or
A) Sierra Leone.
B) Philadelphia.
C) Boston.
D) the West Indies.

Page 12
Answer Key
1. A
2. B
3. D
4. B
5. C
6. C
7. B
8. C
9. D
10. C
11. D
12. C
13. B
14. D
15. C
16. B
17. B
18. D
19. A
20. D
21. A
22. D
23. C
24. A
25. B
26. B
27. A
28. D
29. A
30. B
31. C
32. D
33. A
34. A
35. C
36. C
37. D
38. A
39. D
40. A
41. D
42. C
43. B
44. C

Page 13
45. C
46. D
47. D
48. A
49. B
50. A

Page 14
Another random document with
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 An Automatic Window Closer
The window closer consists of a weight, A, attached to one end of
a cord, B, which runs through several pulleys and has its other end
attached to a hook in the center of the window sash, as shown in
Fig. 1. The weight A is held in an elevated position by a small trigger
which is operated with an electromagnet.
The arrangement of the weight and its control is shown in Fig. 2.
The latch C is held in a horizontal position by an extension on the
arm D, which in turn is held by a latch, E. The latch C is mounted on
the same supporting shaft as the arm D, and they are connected
with a coil spring having the tension in such a direction that it holds
the latch C down on the extension of the arm D. When the weight
moves up through the box the latch C will rise and allow it to pass
down beside it. The latch holding the lower end of the arm D may be
released by means of an ordinary vibrating bell arranged so that its
clapper will strike the extension F on the latch and thus cause its
upper end to move from the engagement with the arm D. A small coil
spring is attached to the arm D so that it will be returned to its
vertical position when the weight has passed C and thus make it
ready for the next operation without any adjustment except raising
the weight and setting the clock.
 Fig. 1
Fig. 2
Fig. 3

The Window is Automatically Closed by a Weight at the Time Set on the

Alarm Clock When the Key Closes the Electric Circuit, Causing the Magnet
to Release the Latch

A diagram of the electrical circuit is shown in Fig. 3, in which G

represents the electromagnet to trip the trigger that supports the
weight, and H the contact which remains open until the weight is
raised to the upper position, when the spring J is forced against the
spring K and closes the circuit. The circuit still remains broken until
the contact L is closed by the key on the alarm clock, which is set in
a vertical position between two springs representing the terminals of
the wire. The contact H should be so located on the housing for the
weight that it will be closed only when the weight is resting on the
latch C. The circuit is then opened as soon as the latch C is
released, and the clapper will stop vibrating.

¶When a pencil becomes too short for the hand, apply paste to
about 1 in. of the rubber end, roll on a sheet of paper about 6 in.
long, and almost all of the pencil can be used.
 How to Make Hammocks
By CHARLES M. MILLER

PART II—A Netted Hammock

Agood hammock should be about 12 ft. long, which includes 8 ft. of

network and 2 ft., at each end, of long cords that are attached to
rings. Seine twine, of 24-ply, is the best material and it will take 1¹⁄₂
lb. to make a hammock. The twine comes in ¹⁄₂-lb. skeins and should
be wound into balls to keep it from knotting before the right time. Two
galvanized rings, about 2¹⁄₂ in. in diameter, are required.
 Fig. 1
Fig. 3
Fig. 2

The Tools Necessary Consist of a Needle or Shuttle, a Guage Board, and a

Mesh Stick

The equipment for netting a hammock consists of a wood needle,

or shuttle, a gauge board for the long meshes at the ends, and a
mesh stick for the regular netting of the main body of the hammock,
all of which will be described in detail.
The shuttle is made of wood and is 12 in. long, 1¹⁄₄ in. wide, and ¹⁄₄
in. thick. The best material to use is maple or other hard wood, but
very satisfactory ones can be cut from good-grained pine. The
sketch, Fig. 1, shows the general shape of the shuttle, one end being
pointed and the other forked. Lay out the pointed end before
beginning to cut down to size. Place a compass at the center of the
end, and with a radius of 1¹⁄₂ in. describe the arc AB. With the
intersections of this arc and the side lines of the needle, C and D, as
centers, and the same radius, 1¹⁄₂ in., cut the arc AB at E and F. With
E and F as centers draw the curves of the end of the shuttle. The
reason for placing the centers outside of the shuttle lines is to obtain
a longer curve to the end. The curves can be drawn free-hand but
will then not be so good.
The space across the needle at GH is divided into five ¹⁄₄-in.
divisions. The centers of the holes J and K at the base of the tongue
are 3¹⁄₂ in. from the pointed end. The opening is 2³⁄₄ in. long. Bore a
¹⁄₄-in. hole at the right end of the opening, and just to the left three
holes, as shown by the dotted lines. With a coping saw cut out along
the lines and finish with a knife, file and sandpaper. Round off the
edges as shown by the sectional detail. It is well to bevel the curve at
L so that the shuttle will wind easily. The fork is ³⁄₄ in. deep, each
prong being ¹⁄₄ in wide. Slant the point of the shuttle and round off all
edges throughout and sandpaper smooth.
The gauge board, Fig. 2, is used for making the long meshes at
both ends of the hammock. It is a board about 3 ft. long, 4 in. wide,
and 1 in. thick. An eight-penny nail is driven into the board 1 in. from
the right edge and 2 in. from the end, as shown by M, allowing it to
project about 1 in. and slanting a little toward the end; the other nail
N will be located later.
The mesh stick, Fig. 3, should be made of maple, 8 in. long, 1³⁄₄
in. wide and ¹⁄₄ in. thick. Round off the edges and sandpaper them
very smooth.
The making of the net by a specially devised shuttle is called
“natting,” or netting, when done with a fine thread and a suitably fine
shuttle. Much may be done in unique lace-work designs and when
coarser material and large shuttles are used, such articles as fish
nets, tennis nets and hammocks may be made. The old knot used in
natting was difficult to learn and there was a knack to it that was
easily forgotten, but there is a slight modification of this knot that is
quite easy to learn and to make The modified knot will be the one
described.
The shuttle is first wound by looping the cord over the tongue, as
shown in Fig. 4, then bringing it down to the forked end and up to the
opening on the opposite side; then the cord is again looped over the
tongue and returned to the fork or place of starting. Continue winding
back and forth until the shuttle is full. The shuttle will accommodate
from 20 to 35 complete rounds. If the shuttle is too full it crowds in
passing through the meshes and delays the work.
 Fig. 4
Fig. 5

The Shuttle is First Wound and the Long Loops at One End Formed over the
Gauge Stick

Attach one of the galvanized rings by means of a short cord to the

nail in the gauge board, as shown in Fig. 2. At a point 2 ft. from the
lower edge of the ring, drive an eight-penny finishing nail, N. Tie the
cord end of the shuttle to the ring, bring the shuttle down and around
the nail N; then bring it back and pass it through the ring from the
under side. The cord will then appear as shown. A part of the ring
projects over the edge of the board to make it easier to pass the
shuttle through. Draw the cord up tightly and put the thumb on top of
the cord O, Fig. 5, to prevent it from slipping back, then throw a loop
of the cord to the left over the thumb and up over a portion of the ring
and pass the shuttle under the two taut cords and bring it up
between the thumb and the two cords, as shown. Draw the looped
knot tight under the thumb. Slip the long loop off the nail N and tie a
simple knot at the mark P. This last knot is tied in the long loop to
prevent looseness. Proceed with the next loop as with the first and
repeat until there are 30 long meshes.
 Fig. 6 Fig. 7
Fig. 8

After the Completion of the Long Meshes, the Ring is Anchored and the
Mesh Stick Brought into Use

After completing these meshes anchor the ring by its short cord to
a hook or other stationary object. The anchorage should be a little
above the level for tying the knots of the net. Tie the cord of the
shuttle to the left outside loop and always work from the left to the
right; and the first time across see that the long meshes do not cross
over each other, but are kept in the order in which they are attached
to the ring.
After tying the cord to the mesh 1, Fig. 6, bring the mesh stick into
use. Pass the cord down over the mesh stick, drawing the lower end
of the loop down until it comes against the upper side of the mesh
stick and put the thumb down upon it in this position to prevent
slipping. Pass the shuttle up through the loop 2 and draw that down
to the mesh stick. Shift the thumb from the first position to the
second. Throw the cord to the left over the thumb and about the loop
2, as shown in Fig. 7, and bring the shuttle under both of the cords of
mesh 2 and up between the large backward loop and the cords of
the mesh 2. Without removing the thumb draw up the knot very tight.
This makes the first netting knot. Continue the cord around the mesh
stick, pass it up through mesh 3, throw the backward loop, put the
shuttle under and up to the left of the mesh 3 and draw very tight,
and do not allow a mesh to be drawn down below the upper side of
the mesh stick. Some of these cautions are practically repeated, but
if a mesh is allowed to get irregular, it will give trouble in future
operations.

Fig. 9 Fig. 10

A Square Knot is Used to Join the Ends of the Cord When Rewinding the
Shuttle
 Continue across the series until all of the long loops have been
used and this will bring the work to the right side. Flip the whole thing
over, and the cord will be at the left, ready to begin again. Slip all the
meshes off the mesh stick. It makes no difference when the meshes
are taken off the stick but they must all come off before a new row is
begun. Having the ring attached to the anchorage by a cord makes it
easy to flip the work over. Be sure to flip to the right and then to the
left alternately to prevent the twisting, which would result if turned
one way all the time.
 Fig. 11
Fig. 12

The Gauge Board is Again Used for the Long Loops at the Finishing End,
Then the Cords are Wound

The first mesh each time across is just a little different problem
from all the others, which may be better understood by reference to
Fig. 8. The knots Q, R, and S are of the next previous series. The
cord is brought down over the mesh stick and up through mesh 1,
and when the loop is brought down it may not draw to the mesh stick
at its center; it is apt to do otherwise and a sideway pull is necessary,
which is pulled so that the knots Q and R are side by side, then the
knot at T may be tied. When the mesh 2 is drawn down it should pull
to place without shifting, and also all the others of that row.
Continue the use of the mesh stick until a net 8 ft. long is made.
When the cord gives out rewind the shuttle and tie with a small knot
that will not slip. The weaver’s knot is good if known, or the simple
square knot shown in Fig. 9 is very good. It is too easy to make to
need direction, but unless it is thrown over just right it will slip. Let U,
Fig. 8, represent the short cord and V the new piece to be added.
Place the cord V back of U and give U a complete turn around V, Fig.
9, and bring them together at a point above U, then to the front.
Repeat the complete turn of U about V, shown by the dotted line,
and pull tightly. If analyzed, it consists of two loops that are just alike
and linked together as shown in Fig. 10.
When the 8 ft. of netting has been completed, proceed to make
the long loops as at the beginning. The same gauge board can be
used, but the tying occurs at both ends, and since the pairs cannot
be knotted in the center, two or three twists can be given by the
second about the first of each pair. The long loops and the net are
attached together as shown in Fig. 11. Slip one of the meshes of the
last run over the nail N, and when the cord comes down from the
ring, the shuttle passes through the same mesh, and when drawn
up, the farthest point of the mesh comes against the nail. After this
long loop has been secured at the ring, the first mesh is slipped off
and the next put on. All of the long loops at this end will be about
three inches shorter than at the other end, unless the finishing nail N
is moved down. This will not be necessary.
With a piece of cord about six feet long, start quite close to the ring
and wind all the cords of the long loops together. The winding should
be made very tight, and it is best to loop under with each coil. This is
shown in Fig. 12.
The hammock is now ready for use. Some like a soft, small rope
run through the outside edges lengthwise, others prefer a fringe, and
either can be added. The fringe can be attached about six meshes
down from the upper edge of the sides. The hammock should have a
stretcher at each end of the netted portion, but not as long as those
required for web hammocks.
 Gourd Float for a Fishline
A unique as well as practical fishing-line float can be made of a
small gourd. After the gourd has dried sufficiently, wire loops, to hold
the line, are inserted, or rather, a single wire is run through and
looped at both ends. The contents of the gourd need not be
removed. Dip the float in a can of varnish, or apply the varnish with a
brush.
 Homemade Arc Light
Those who wish to produce an arc light for experimental purposes,
or for the brief periods required by photography, will find the method
of construction shown in the sketch very simple and inexpensive.
Using the short lengths of carbons discarded by moving-picture
operators, there is no difficulty in maintaining a good arc for 15
minutes, or more, without once manipulating the adjusting screw at
the top.
 An Efficient Arc Light for Purposes Where a Light is Required for a Short
Time

Only three pieces of wood are necessary besides the base, and in
the preparation of these no particular care is necessary except to
have the top arm swing freely up and down without any appreciable
side movement. The carbon holders are merely strips of heavy tin,
which need only be screwed up sufficiently tight to hold the carbons
in place and yet permit their being pushed up when the top adjusting
screw will no longer operate. This adjustment may be readily taken
care of by means of a long, slender wood screw with the point filed
off and a metal disk soldered to the top. Connections are made to
the carbon holders either under a screw head or by soldering the
wires to the metal.
 In operating any arc light on the commercial 110-volt current some
resistance must be placed in the circuit. An earthen jar of water with
two strips of tin or lead for electrodes, will answer every purpose.

¶A small leak in an oil or water pipe on an automobile can be

temporarily stopped by melting a piece of rubber over the hole.
 Ornamental Pencil and Pincushion Holder
A nicely polished animal horn may be turned into an article of
utility instead of being merely used as a wall ornament, as shown in
the illustration. An old lamp base, heavy enough to balance the horn,
and secured to it with a bolt, is all that is needed to effect the
transformation.

Fastening a Horn to a Base to Make an Ornamental Pen or Pincushion

Holder
 Knife to Trim Magazines for Binding

Cutter Made of a Large Straight-Edge Knife for Trimming Edges of Bound

Magazines

There has been a number of descriptions telling how to bind

magazines, but none how to trim the edges after having bound them.
Desiring to have my home-bound volumes appear as well as the
other books, I made a trimmer as follows:
Any large knife with a straight edge will do for the cutter. I used a
large hay knife. A ³⁄₈-in. hole was drilled in the untempered portion
near the back of the handle end. Two U-shaped supports were made
of metal and fastened to the top of an old table, between which the
knife was fastened with a bolt. A piece of timber, 6 ft. long, 4 in. wide,