General Method

Always draw the outline common to the entire figure before spacing and drawing details of the inside. Whatever shape or form a figure may have, there is always some geometric motive and some regular outline defining and embodying it, so that where the inner details of a figure depend on the motives or outlines of a circle, a square or a rectangle, these latter must be drawn first. Proceeding from without, inward.

Reduced to a principle, the method may be stated thus: - Consider the outline, divide into definite spaces to obtain proportions and symmetry.

This method may be called synthetico-analytical method.

How to Teach.

1st. Construct and develop accurately the whole model on the blackboard, dictating at the beginning every step in the geometric process. Do not expect the pupils to think out mathematical constructions. Few men can construct a polygon unless shown how.

2nd. Use model, explaining the relation of it to the drawing and its parts.

3rd. As the work progresses, dictation of specific steps is reduced to general statements. Pupils can copy from chart or blackboard drawing.

4th. In beginning the B3 Course, give a lesson or two involving the use of the triangle and ruler only. For example: On a piece of practice paper draw lines 1" apart and ½" apart. Space 1" and ½" and draw lines 1", 1½", 2", 2½", 3", 3½", etc., so that the pupils understand how to discriminate between one inch and one half inch, and how to draw parallel lines. When pupils are thus able to draw lines at given distances, parallel and at right angles, the drawing is per-formed directly on the cardboard.

In beginning the A3 Course practice with compasses on "practice paper" before applying directly on cardboard.

5th. Where pupils have finished the prescribed work, encourage original work.

6th. In all manual school work the success is assured, or it is made impossible, by the foundations laid through the first lessons. Hold back instead of urging on. Resist the "what is next," the "I want to make the next model." Do not require quantity, but demand quality, and obtain it by arousing the pupils from within; by evoking the will. This will, to do, to make, is the dawn of intelligence, the first steps of education.

7th. Regarding the system of lines used in this manual. In written language, words are made up of letters. In Linear drawing the different lines are the letters, the alphabet, by which the drawings are read. In teaching in the third and fourth grades, it is too early to attempt the application of different lines, by the children. The teacher should draw the figure on the blackboard in ordinary "full" lines, and frequently apply "dimension" lines. Lines to be scored should be filled in with colored crayon, red or blue. In this way the blackboard drawing will present sharp contrasts in the lines. Children should draw only ordinary lines, heavy and light. Remember that other advanced forms of manual work and mechanical drawing follow the work of the grades for which this course is designed.

Cutting

The pupils should be shown how to use the scissors properly and all should sit upright, using only the hands. Counteract the habit of twisting the mouth, inclining the head, projecting the tongue, etc.

Pasting

In using paste or glue, pupils should supply themselves with small pieces of clean white cloth or soft paper to smooth down flaps, wipe the fingers, etc.

Folding

Pupils should be taught to fold the paper in accordance with an approved method. Use ruler upon the line, and fold upward and toward "you," with ruler as guide and rest. Remove ruler, fold over and smooth down with fingers, then raise the paper to the angle required.

Scoring

Scoring is the process of making an impression on the figure lines on the heavier papers, such as bristolboard, tagboard, or pulp-board. It should be done with some instrument not quite so sharp as a knife; for the paper must not be cut.

The back edge of the scissors is, in these courses, the most convenient for pupils. Otherwise a bookbinder's paperfolder is the best tool for hand scoring. Score only such paper whose thickness or folding quality requires scoring. Score on the lines and fold the figure in on the same side, except where using heavy bristol or pulp boards, and where edge binding is required.

Terminology

In all work use geometric terminology, that is: apply the names perpendicular, horizontal, vertical, oblique, circumference, radius, diameter, apex, base, etc. Use the (seconds) " in dimensions on drawings. Do not use the abbreviation "in." for inches. However, do not expect or attempt too much in this direction at the outset. As the pupils' work progresses, and the terms are frequently applied, they become distinct and fully understood by the pupils.

Original And Supplementary Work

Reading is taught for the purpose of developing children, and so is arithmetic, writing and music. Children are not employed, it is presumed, in these subjects " to see what can be done in these lines." Therefore, cardboard construction should be used as a means of formal education. Thus in giving supplementary work, models whose elements are co-related to other school work, say geometry, should be encouraged. The simple solids, the cube, cone, and pyramid are here conveniently applied. In all manual work in the public schools, the utilitarian side is, therefore, subordinated to the intellectual.

System or organized effort must exist in the schools. Individualism is not subverted by systematic efforts on the part of all in the class. The faculties of individuals are developed by doing a definite thing at and in a definite time and as required. Much of so-called original work combine efforts which are directed always in the channels offering least resistance and when completed result either in weariness or false self-satisfaction. Original work should be encouraged only where pupils have finished the prescribed work, so that it expresses their highest efforts, making the original work a privilege. In such cases the work should be formed into problems to be solved. That is, the pupil suggests to the teacher "what" he desires to make. Then a drawing is made, and the model worked out as other exercises in the course.