Time: 2 1/2 hours per week for 12 weeks.

Lesson I.

Principles Applications

Straight lines (Use of instruments) Introductory Sheet

Angles

Lettering

Lesson II.

Order of Procedure Woodwork Group I.

Relation of Views

Blocking out

Simple Dimensioning

Scale

Lesson III.

Foreshortening Woodwork Group II.

*

Lesson IV.

Geometric Construction - Geometric Construction Sheet

Circles, Hexagon, Octagon

Ellipse

Lesson V.

Hidden edges Woodwork Group III.

Lesson VI.

Center lines Woodwork Group IV.

Tangents

Points of tangency

Cross-sections

Lesson VII.

*

Working Drawings Woodwork Group V.

Representing screws and nails Broken views

Lesson VIII.

Working Drawings (continued) Woodwork Group V.

Representing screws and nails Broken views

Lesson IX.

Stock Bills Woodwork Group V.

Lesson X.

Figuring costs Woodwork Groups I-V.

Lesson XI.

Appreciation in Design Woodwork Group VI.

Structural, Decorative

Lesson XII.

Templet or patterns Woodwork Group VI

Grade VIII

(Time: 2 1/2 hours per week for 12 weeks.)

Lesson I.

Principles reviewed Projects or Problems

Bennett's "Problems in Mechanical Straight lines Drawing"

(Freehand sketches followed by mechanical drawings.) Group I.

Lesson II.

Circles '"Problems in Mechanical Drawing"

Group II.

Lesson III.

Tangents "Problems in Mechanical Drawing"

Group III.

Lesson IV.

Planes of projection "Problems in Mechanical Drawing"

Group IV.

Lesson V.

Review "Problems in Mechanical Drawing"

Test problems

Lesson VI.

Working Drawings Woodwork Group VII.

Lesson VII.

Working Drawings Woodwork Group VIII.

Lesson VIII.

Working Drawings Woodwork Groups VII and VIII.

Lesson IX.

Stock Bills Woodwork Groups VII and VIII.

Lesson X.

Figuring costs Woodwork Groups VII and VIII.

Lesson XI.

Design-Structural, Decorative Woodwork Groups VII or VIII.

(one piece)

Lesson XII.

Templet or patterns, Working Based on Lesson XI above, drawing, stock bill and cost.

High School

(Time: 3/4 hour per day for 18 weeks. Freehand Drawing and Design, 3/4 hour per day, 18 weeks.)

Lesson I.

(3 3/4 hours.)

Lettering "Problems in Mechanical Drawing"

Group IX.

Lesson II.

Working drawings India stool, etc. See Woodwork

Group IX.

Lesson III.

Working drawings continued As above.

Lesson IV.

Stock bills As above.

Material costs figured

Lesson V.

Inking "Problems in Mechanical Drawing"

Straight lines Group I.

Lesson VI.

Inking, continued, "Problems in Mechanical Drawing"

Circles Group II.

Lesson VII.

Inking, continued, "Problems in Mechanical Drawing"

Tangents Group III.

Lesson VIII.

Inking, continued, "Problems in Mechanical Drawing"

Views Group IV.

Lessons IX and X.

Revolution of solids "Problems in Mechanical Drawing"

Group V.

Lessons XI and XII.

Development of prisms and "Problems in Mechanical Drawing" pyramids Group VI.

Lessons XIII and XIV.

Development of cylinders and cones "Problems in Mechanical Drawing"

Group VII.

Lessons XV and XVI.

Intersections "Problems in Mechanical Drawing"

Group VIII.

Lessons XVII and XVIII.

Isometric "Problems in Mechanical Drawing"

Group XI.

Discussion of Drawing Course. The course in mechanical drawing, like that in woodworking, is arranged in groups according to the principles to be developed. The arguments for the group system in woodworking apply equally to the group system in mechanical drawing.

There has been an aim to correlate the woodworking and mechanical drawing just as far as the logical presentation of each would allow. From the concrete and near by to the more general has been the guiding principle in laying out the course in mechanical drawing as well as in woodwork. For this reason the seventh grade problems in woodwork have been utilized to introduce the elementary principles in mechanical drawing. Even as the pupils of our primary schools learn to read without being conscious of the "dry bones" of language and spelling back of it, so, in the teaching of mechanical drawing, the aim is to arouse in the beginner an interest in the ability to draw and to read drawings, as an accomplishment, and to inspire him to work, because he sees that there is something he needs, wants, and must have.

Little or no effort is made in seventh grade drawing to develop originality. Almost all effort is spent in developing a drawing technique and a good style. Most all of the pupils' drawings are made with plates before them. These they copy, using a different scale, however. To encourage the pupils to establish a high standard these drawings have been inked by a draftsman selected because of his excellence in this line of work.

The drawing of the grammar schools in most places is best taught by the instructor in woodwork. Extreme care should be taken to see that the pupils are given the correct method of attack in making a drawing. They should be made to follow this instruction just as conscientiously as they are required to attempt correct execution in woodwork. In drawing, as in woodwork, slovenly habits come handier to some pupils, and, if allowed to become fixed, they will cause sorrow to the pupil and misunderstanding later on. In the very first drawing, for example, and all others, insist on having lightly penciled blocking out lines of indefinite length - lines that are just visible, that is all. Do not allow the pupil to form the habit of drawing a heavy line between two points previously located. It is needless to say that the pencil must be of good lead, properly sharpened, and kept sharp. It is an excellent plan to insist that all construction or blocking out lines be left just as originally drawn, no eraser being used at all. If lightly made, as they should be, they will be inconspicuous in the finished drawing. They will be proof positive that the method of procedure has been the correct one, will save the pupil's time, and give him a lightness of touch that will come in to excellent advantage later on. After the drawing has been laid out in light lines and inspected by the teacher, the lines that represent outlines of the object can be gone over a second time and made to stand out.

By the close of the seventh grade a boy ought to be able to read and to construct simple working drawings of three views properly related. He will have had all of the simple conventions and should know them by name with their meanings. While inking is not given a place in either seventh or eighth grade, the drawings should show a good finish in penciling and there should be no habits formed that will have to be overcome later.

In eighth grade mechanical drawing, the first four groups review the principles introduced in the seventh grade. They are in the form of problems to be solved, however, and thus necessitate thought on the part of the pupil.

In the solving of these problems a carefully made freehand, dimensioned working drawing is first required. This, when correct, is followed with a mechanical drawing, full size and without dimensions. It will be noted that no attempt has been made heretofore to have the pupils make freehand working drawings or sketches. It has been the author's experience that better results are obtained by introducing the freehand drawings after the pupil has been taught and has had experience in the exactness of the mechanical drawing.

The working drawings of this grade introduce no new principles but give opportunity for practice in more difficult combinations of elements. They provide opportunity for acquiring greater facility in handling the instruments which results in drawings that are to be used in the shops. While the drawings are copied from plates, as in the seventh grade, the pupil is permitted to modify the designs within certain limitations, with one problem in original design, structural and decorative.

In high school drawing more time is allowed and the drawing becomes more of a subject in itself, requiring more and deeper thought on the part of the pupil. The high school drawing course is complete in itself. The first four groups are given mainly as problems in inking but they furnish a review of that part of the eighth grade drawing incidentally. They also furnish a familiar starting point for the high school work and make of the high school course a complete whole. High school drawing is best given by a specialist.

As in the eighth grade, these problems are to be solved and drawn freehand with dimensions. Afterward they are drawn mechanically and inked. The inking of problems is specified in only the first four groups in the outline for drawing. The amount of inking to be done thereafter will best be determined by the instructor. Too much inking has a tendency to result in careless penciling. It is for the instructor to determine when his class is doing its best in both penciling and inking. The problems of these latter groups are well calculated to necessitate thought and study and the instructor will do well to make much of this part of the subject.

The making of high school working drawings *is placed early in the course that they may be ready to use in the shop by the time the exercises in joint work preparatory to their application, are completed. These working drawings are to be original as far as possible. Plates of suitable projects are to be provided to give the necessary starting points.