SEVENTH YEAR. (PLATE VII.)

CONSTRUCTIVE DRAWING. - Teach the representation of Three Views; and Drawing to Scale, -half size, quarter size, marking dimensions. Make accurate working drawings of a square plinth (1), a circular plinth (2), of a square prism and of objects similar in form: e.g., a chalk box (3), or dictionary (4). Teach the representation of plane faces oblique in two views. Make accurate working drawings of a half-cube or triangular prism (5), and of some object similar in form. e.g., a desk body (6) or a bird house (7). Very light full lines with arrow points are used to indicate the direction and extent of dimensions

DECORATIVE DRAWING. — Review Conventionalization of Leaves, and apply to serrated, lobed and compound leaves. Copy an historic example * of a panel (8), a centre (9, 10), or a border (11). Compare these leaves with the natural leaves which they suggest. Note changes. Draw a serrated leaf, a lobed leaf and a compound leaf: e.g., maple (a), birch (b), tear-thumb (c), and cinquefoil (d). Conventionalize these (a, b, c, d). Make an original design for a centre, using conventional leaves as units, or for a panel, using the leaves on bilateral main lines. Construct, using colored paper to illustrate Complementary Harmony; that is, make leaves of one color, centre or margin, or both, of its complementary, on a background of gray, black or white

PICTORIAL DRAWING. · Review Convergence, and draw such objects as a square prism turned at an angle (13), a square plinth (14), a pencil box (12), and a book (15). Teach the Use of Diagonals in finding centres of faces, and to test accuracy of drawing Make a freehand drawing of a cube, and divide it for a half-cube (16); of the triangular prism (18), and of a half-opened book, in the position indicated (17), having an ornament on its cover

Apply drawing in other studies.

Encourage out-of-door sketching. Try to draw a shed, a barn, the town pump, a well curb.

*8, from a Gothic stained-glass window, cathedral at Bourges; 9, from a Gothic stained-glass window, St. Thomas at Strasburg; 10, a Gothic encaustic tile; 11, from a Gothic illuminated manuscript.

EIGHTH AND NINTH YEARS. (PLATE VIII.)

CONSTRUCTIVE DRAWING —Continue Drawing to Scale, 1 in.=1 ft. and ¿ in. = 1 ft., — marking dimensions. Make accurate working drawings for a book case (1). Teach Plan and Elevation. Draw the plan and elevations for a dog kennel (2), or for a small poultry house. Teach the representation of plane faces oblique in three views. Make accurate working drawings of a square pyramid (3) and of the square pyramid cut off horizontally (4) and obliquely (5). Very light equidistant, full lines usually drawn at an angle of 45° indicate a section. (See 4 and 5.) DECORATIVE DRAWING.. Review Conventionalization of Leaves, and apply to flowers, buds, etc. Copy an historic example,* a surface (6), of a panel (7), or of a border (9). Compare these units with the natural plant forms which they suggest. Note changes. Draw a spray of some plant containing leaves, flowers and buds: e.g., the buck bean (8). Conventionalize these forms — (a, b, c, d, e). Make an original design for a border or for a panel, on balanced main lines. Finish by half-tinting the backNotice the difference between

ground, freehand. (See Plate VII., Fig. 8.) this and mechanical half-tinting. (Compare Plates IV., 12, 13; and V., 15.) PICTORIAL DRAWING.-Study the Relation of Axes to other parts of objects. Make freehand drawings of a cone resting on its side (10), of a horizontal cylinder (11), of a pyramid (12), and of such objects as a cornucopia (13), water pail and dipper (14).

Apply drawing in other subjects.

Encourage out-of-door sketching. Try to draw a large log, a group of barrels, a wheelbarrow, the schoolhouse. "Not a day without a line."

* 6, miniature wall ornament from a Gothic illuminated manuscript; 7, from a Gothic stained-glass window, St. Thomas at Strasburg; 9, the upper example, Byzantine border from St. Sophia, Constantinople, the lower from a Gothic illuminated manuscript.

CONSTRUCTIVE PLANE GEOMETRY, WITH ILLUSTRATIVE PROBLEMS IN MENSURATION.

EIGHTH OR NINTH YEAR.

NOTE. This course is designed to supplement a course in geometrical drawing. In geometry one aim should be to cultivate in the pupils the ability to see mentally pure form, that is, form dematerialized. Hence it is best to avoid almost wholly the use of material objects in teaching geometrical forms, and instead to use drawings and evoke the imagination. Let a clear comprehension of the form itself precede the name of it. A definition, to be of much value, must be a product of the pupil's own observation and comprehension, and for that reason should come last if at all.

Each pupil should have a serviceable pair of compasses, a ruler and a sector. Cheap devices for compasses are generally not good. It will be of practical value if the teacher can have some of the figures constructed in the school yard or on some Triangles and other figures can be thus laid out, and then plotted on paper to some convenient scale.

Prove all the propositions inductively or by application. See Lessons VI., IX. and XIII., 3.

I. Take some definite portion of space, the schoolroom for example, and represent it on the board or on paper, as by the heavy lines in the accompanying figure. Then have the pupils, first, conceive planes cutting space itself, and, secondly, locate them in the figure as shown by the dotted lines.

Point out in the figure, without defining, surfaces or planes, lines, points and angles.

II. Have the pupils conceive a plane cutting the schoolroom vertically in front of them, and have them first construct mentally in this plane all the following problems, after which they may be represented on the board or on paper.

1. Locate points; dimensions of a point.

2. Uses of a point.