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Description  |
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BACKGROUND OF THE INVENTION
FIELD OF THE INVENTION
This invention relates to books and, more particularly, to a novel and
highly-effective book for children having features that facilitate its use
as a stencil book.
DESCRIPTION OF THE PRIOR ART
Stenciling is a valuable exercise for young children. It teaches hand-eye
coordination and imparts information about the letters or other shapes
that are being stenciled.
Conventional stencil aids, however, are not well adapted for use by young
children. They tend to be inconvenient to use, because either they are not
assembled and must be searched for individually as needed or they are
assembled in such a manner that they cannot be used individually except
with the exercise of more dexterity than a young child is likely to
possess. Moreover, conventional stencil aids are generally available only
in isolation from illustrations, explanations and other auxiliary teaching
materials of benefit to young children.
OBJECTS AND SUMMARY OF THE INVENTION
An object of the invention is to remedy the shortcomings of conventional
stencil aids noted above and in particular to provide a stencil aid that
is especially attractive to, and adapted to the needs of, young children.
Another object of the invention is to provide a stencil aid that includes
auxiliary teaching materials of benefit to young children.
Another object of the invention is to provide a book that is intended for
use as a stencil book and designed so that it is less expensive to
manufacture than conventional stencil books.
BRIEF DESCRIPTION OF THE DRAWING
A better understanding of the objects, features and advantages of the
invention can be gained from the following detailed description of the
preferred embodiments thereof, wherein a given reference character always
represents the same element or part, and wherein:
FIG. 1 is a front perspective view of a book for children in the closed
state, showing the book as it appears after the removal of knockout plugs
provided in accordance with the invention;
FIG. 2 is a plan view of the book of FIG. 1 in the open state;
FIG. 3 is a sectional view taken substantially along the line 3--3 of FIG.
2 and looking in the direction of the arrows;
FIG. 4 is a plan view similar to FIG. 2 but showing another embodiment of
the invention;
FIG. 5 is a plan view similar to FIGS. 2 and 4, but showing another
embodiment of the invention;
FIG. 6 is a view similar to FIGS. 2, 4 and 5 but showing another embodiment
of the invention;
FIG. 7 is a plan view of the back cover of a book constructed in accordance
with the invention and containing a heuristic device;
FIG. 8 is a framentary plan view of a portion of a book in accordance with
the invention, showing a feature that simplifies the manufacturing process
and reduces the cost thereof;
FIG. 9 is a view taken substantially along the broken line 9--9 in FIG. 8
and looking in the directions respectively indicated by the arrows; and
FIG. 10 illustrates the preferred mode of use of a book constructed in
accordance with the invention.
DESCRIPTION OF THE PREFERRED EMBODIMENTS
FIG. 1 shows a book 10 constructed in accordance with the invention, as it
appears after the removal of knockout plugs provided in accordance with
the invention and shown in FIGS. 8 and 9. The book of FIG. 1 comprises a
front cover 12, a back cover 14, and plurality of sheets 16 forming a
succession of pages 18, 20, etc. (FIG. 2), between the front cover 12 and
the back cover 14. The covers and sheets are all the same size and formed
of a stiff cardboard-like material of substantial thickness. The book is
therefore of rugged construction to withstand handling by young children.
The book 10 further comprises a spiral-type, ring-type, wire-0 type, or
similar binding 26 for the covers 12, 14 and sheets 16 enabling the book
10 to be opened to any of the pages 18, 20, etc., and to lie with both of
the covers 12, 14 and all of the pages 18, 20, etc., perfectly flat. This
facilitates use of the book 10 as a stencil book, since the book 10 has no
tendency to close while it is in use.
At least one and preferably all of the sheets 16 and even the covers 12, 14
are die cut to form a stencil S. For example, in FIG. 2, the sheet 16 the
recto side of which forms the page 20 is die cut to form a stencil S
outlining the numeral "2". The page 20 is a work page bearing an
illustration related to the stencil S. For example, a pair of elephants 22
illustrates the concept of the numeral "2".
The verso side of the sheet 16 preceding the page 20 forms the page 18. The
page 18 is a tutorial page adjacent to the work page 20 and visible
together with the work page 20 when the book 10 is opened to the work page
20. The work page 20 is to the right of the tutorial page 18, thereby
making it easy for a right-handed child to perform the stenciling while
occasionally glancing at the tutorial page. The tutorial page 18 includes
an illustration 24 showing on a reduced scale the finished appearance of
an image properly drawn with the aid of the stencil S.
As FIG. 2 shows, the stencil S may represent a number. A series of numbers,
for example "1" to "12", may be included in the book as stencils
respectively cut into sheets forming separate work pages. The tutorial
page opposite each work page may include printed representations of all of
the stencils, namely the numerals "1" to "12" in the example, wherein the
numeral corresponding to the stencil S on the associated work page is
darkened or filled in with a solid color, the other numerals being left
unshaded (i.e., in outline form). For example, as indicated in FIG. 2, all
of the numerals "1" through "12" are represented on the tutorial page 18,
but only the numeral "2" is darkened, the numerals "1" and "3" through
"12" being left unshaded. This is a teaching aid that shows a young child
what the stenciling looks like if done properly. The concept of the shape
being stenciled is reinforced by seeing the stencil in a plurality of ways
(die cut on the work page, filled in on the tutorial page, and filled in
on the child's own work sheet at the completion of the stenciling).
As an alternative to a stencil book of numbers, it is also possible to
manufacture a stencil book of letters, as illustrated in FIG. 4. In FIG.
4, the work page 20' includes stencils representing three letters, namely
"A", "B", and "C". The tutorial page 18' includes those letters plus the
remaining letters of the alphabet. The letters "A", "B", and "C" are
filled in on the tutorial page 18', for example in a dark solid color, and
the remaining letters are left unshaded.
The work page 20' includes illustrations respectively associated with these
stencils: for example, an illustration of an automobile in association
with the stencil representing the letter "A", an illustration of a boat in
association with the stencil representing the letter "B", and an
illustration of chocolate in association with the stencil representing the
letter "C". The same letters appear in small form below the large letters.
It is also possible, of course, to substitute lower-case letters, Greek
letters, etc.
Succeeding work pages of the book 10' of FIG. 4 represent succeeding
letters of the alphabet grouped in units of three and include appropriate
illustrations relating thereto; and, on each tutorial page, all the
letters of the alphabet are represented, the three letters corresponding
to the stencils on the associated work page being filled in.
FIG. 5 shows another embodiment of a book 10" constructed in accordance
with the invention and representing animals. A work page 20" includes a
stencil representing a penguin, for example. Cartoon characters on the
work page are represented as giving information about the animal in
question and its natural habitat. For example, in the case of the penguin,
the cartoon characters may indicate that it is native to Antarctica and
that Antarctica has a cold climate. The associated tutorial page 18"
includes a representation of a penguin filled in to show the appearance of
the completed stencil if the child performs the stenciling properly.
A sheet of paper 28 is shown inserted beneath the work page 20" so that the
stenciling can be performed. Because of the provision of the spiral-type,
ring-type or similar binding 26 as disclosed above, the book, including
both of its covers and all of its pages, can be opened through a full
360.degree. without undergoing any damage, and it is possible for a young
child to configure the book so that only the sheet including the work page
in use extends to the right of the binding 26, both covers and all of the
other sheets of the book extending to the left of the binding 26, as
illustrated in FIG. 10. When the book is configured in this way, the sheet
of paper 28 can be made to rest directly on an external supporting surface
such as a board, floor, plastic desk top, table top, or other firm, solid,
scratch-resistant support 42, thereby facilitating the stenciling
operation. The sheet of paper 28 can be inexpensive and need not be
especially rigid or puncture resistant, since when used in this way it
does not overlie another stencil.
In the absence of a spiral-type, ring-type or similar binding 26 as
disclosed above, the book covers and pages can be opened only through
about 180.degree. without damaging the book. In this case, it is not
possible, without damaging the book, to configure the book in the manner
illustrated in FIG. 10, wherein the covers 12 and 14 lie adjacent to each
other and extend to the left of the binding 26 with all of the sheets 16
but one, and a single sheet 16 extends to the right of the binding 26 for
cooperation with the child's pencil or other writing implement 32.
In FIG. 3, the paper 28 overlies another stencil. If voids in the stencil
in use are in part directly above voids in the stencil under the sheet 28,
the pencil, pen or other implement 32 may punch through the paper 28 where
the voids overlap, since at such overlapping voids the paper 28 is not
properly supported. In the case of a stencil book that in use must be
configured as in FIG. 3, it is necessary, in order to avoid punching holes
in the paper 28, to ensure that voids in each stencil are wholly out of
register (i.e., misaligned) with voids in the stencil immediately
therebelow, which limits the design of the stencil book, or to employ a
more expensive, rigid substitute for the sheet of paper 28.
The spiral-type, ring-type or similar binding 26 provided in accordance
with the invention, which can be opened a full 360.degree., imposes no
design limitation on the stencil book and makes it unnecessary to use a
rigid or expensive material for the sheet of paper 28 yet ensures that the
pencil, pen or other implement 32 employed to perform the stenciling will
not puncture the sheet of paper 28 so long as it is properly supported on
a surface 42 as shown in FIG. 10.
FIG. 6 shows another embodiment of a book 10'" constructed in accordance
with the invention and opened to a representative tutorial page 18'" and
work page 20'". The work page 20'" includes a stencil representing a car
on a roadway. Cartoon characters are represented as making comments
appropriate to the situation depicted. The associated tutorial page 18'"
includes a representation of a car as it will appear if the child performs
the stenciling properly. Cartoon characters on the tutorial page 18'" are
represented as making comments appropriate to the use of the stencil book.
FIG. 7 shows a back cover 14" of the animal book 10". A teaching aid 30"
illustrates in three panels the art of stenciling. In the first panel P1
is a representation of the work page 20" before stenciling begins. In a
second panel P2 is a representation of the work page 20" as stenciling
proceeds. A third panel P3 contains a representation of the completed
stencil.
In FIG. 3, a pencil or crayon, etc., 32 is within a die-cut opening 34
tracing a portion of the outline of the numeral "2". An opening 36
representing another portion of the numeral "2" is also visible in FIG. 3.
The paper 28 is also shown, as well as sheets 16 below the paper 28. The
binding 26 enables all of the pages, as well as the front and back covers
12, 14, to lie flat. If the void 34 of the stencil in use partly overlaps
the void 34a of the stencil immediately therebelow, the paper 36 should be
puncture resistant for reasons explained above.
It is within the scope of the invention to include a purely decorative
opening 38. A plurality of such openings 38, 39, 40, etc., of
progressively decreasing size may be provided to form a frame (FIG. 1) for
a picture which is printed on the inside of the back cover and visible
from the front of the book when the book is closed. The decorative stencil
may be unrelated to the stencil representing the numeral, letter of the
alphabet, animal or object, and lends added interest to the book as an
educational book for a young child.
FIGS. 8 and 9 show in part the appearance of a typical stencil as
manufactured. Knockout plugs such as 44, 46 and 48 (FIG. 8) are formed by
perforations 50. FIG. 9 shows in phantom outline the removal of a plug 52,
thereby forming an aperture 52a. Remnants 52b of the attachment of the
plug 52 to the stencil are visible in FIG. 9. Alternatively, the knockout
plugs can be formed by cuts that do not extend through the sheets but
leave membranes that are thin, continuous around the knockout plugs, and
easily ruptured by the user after purchase of the book. The book is
intended to be sold with the knockout plugs in the stencil so that they
can be removed by the consumer after purchase of the book.
One advantage of this construction is that the manufacturing process does
not need to deal with the plugs and in particular need not provide for
collection and disposal thereof. This simplifies the process and reduces
its cost.
Another advantage is that the plugs when removed by the consumer form,
together with the stencil, a sort of jigsaw puzzle that can entertain
young children and educate them about shapes. For example, children can
learn from the stencil of FIGS. 8 and 9 that a round piece such as the
knockout plug 52 will fit in the round aperture 52a but will not fit
properly in a triangular hole formed by removal of the triangular knockout
plug 44. Thus although a book constructed in accordance with the invention
functions primarily as a stencil book, it has educational value and
entertainment value beyond those of conventional stencil books.
Thus there is provided in accordance with the invention a novel a
highly-effective book for children having features that facilitate its use
as a stencil book. The book remedies the shortcomings of conventional
stencil aids and in particular provides a stencil aid that is especially
attractive to, and adapted to the needs of, young children. More
particularly, in accordance with the invention a stencil aid is provided
that includes auxiliary teaching materials of benefit to young children,
that can be provided inexpensively to the consumer, and that has greater
educational and entertainment value than conventional stencil books.
Many modifications of the preferred embodiments of the invention disclosed
herein will readily occur to those skilled in the art. For example, it is
possible to incorporate all of the features described above relating to
numerals, letters, animals and objects into a single book. It is also
possible to have different categories of books (for example, occupations,
sports, foods, etc.). Accordingly, the invention is not limited except by
the appending claims.
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