Worcester daily spy. [volume] (Worcester [Mass.]) 1850-1888, 1871-01-16


geometry, and for the rest in problems adapted
TO their wants. One is taught dy Prof. Alden Of
the free institute, and the other by Mr. Higgins
superintendent Of the Washbum machine shop
There is one assistant, student of the institute
who divides his time between tile two classes
but for the highest efficiency each class should
have an assistant.
The Worcester classes are fortunate in having
so good instructors at hand, dnd IN finding them
willing TO undertake the work. No amount OF
culture or Of skill are too good TO be put at the
service of such classes. 1t is Just as absurd to
argue that any one will do for q teacher OF
"these evening classes" as it is to urge "cheap
teachers" in primary schools. Any one who
has seen Agassiz at a teachers institute can un.
derstand precisely the bearing of these remarks
A good teacher at any price is better than pool
one at any price, He is the vital part of the
whole scheme 1t is required of him that he be
a skillul draughtsnan, be apt to teach, of good
training, of large executive ability and of great
personal magnetism. For drawing demands
some thinking and gives generous discipline to
the perceptlve and imaginative faculties if it be
managed by teacher who knows how to call
these faculties into action, This teacher
has pupils whose minds are dulled rather
than sharpened by their daily duties,
but who come nevertheless with a
sharp appetite for the semi-weekly lesson. They
want to see their teacher stand at the black
board and draw-not only that, but make every
fingers will follow his by a spontaneous move
ment. There is not only the result, but the
agency that produces it; and there is willing
heart to guide their own imperfect work. This
is true at least Of all free-hand instruction.
Whether charts and drawing cards. etc, are bet
ter than nothing | do not know. Very likely
they are. But | am sure that as lacquer and
varDish are among the chief obstacles in the
way of the beginner in physical research, so
text books charts, ETC., hinder more than help
such pupils as gather for instruction in free
hand drawing.
How such teachers are to be secured without
a normal school or normal class cannot see
Because any man or woman can draw well or
has had private pupils now and then, or has
taught drawing in public schools from drawing
cards, it is utterly unsafe to infer that he can
manage such classes as we are speaking of. In
order TO do that, he must carefully systematic
the subjects 10 be presented, study the best
ways Of presenting them, and have every result
in his mind so that in the classroom the only
implement in his hand is a piece of chalk, and
In the pupils a lead pencil. The teacher, OF
course, has a blackboard before him, and the
pupil a convenient table, drawing board about
30 by a. drawing paper, and bit OF rubber and
a few tacks. Under such circumstances good
teacher, to plan the work and illustrate it step
by step, with an expert assistant at the elbows
OF the class to explain an obscure point, to cor
rect Mistakes and TO care clumsy fingers, can
accomplish something in thirty lessons of SUBJ
stantial value small though 1t be, and in the
lessons can open the way to larger and better
results from mechanical course.
For this extended course of free-hand work
some large wooden models are very convenient,
as well as some casts in plaster. The models
should be a cube of two feet edge, a sphere, a
cone, a cylinder, a heXagonal prison, hollow
cube and section of it, a pyramid, truncated
cone or pyramid and REGULAR tetra-hedron.
lha 10 Act IN MI lfn re
of art studies there Is considerable assortment
for sale in New York by Harr;e Coffee, and ten
or fifteen dollars will buy a fair supply. But
doubtless in every town a loan collection could
be made from private sources, which would be
just the thing wanted.
Now, if any one raises the very fair question,
whether, after all, in such classes as have de-
scribed, any results are obtained at all common
surate with the expenditure, | can only answer
by submitting for his inspection the results thus
far obtained.
For the first course of twenty lessons in me-
chaDical drawing, a good part Of the time, say
thrce-quarters, is spent in learning the elem ents
of descriptive geometry. Descriptive geom etry
is mechanical drawing in one sense; that is, it
is the method of representing any object in hori-
ZOntal and vertical projection, in any position.
A knowledge of geometry proper is of incalcula-
BILE value as preliminary, but is not indispensa-
bic. The problems to be given must be selected
WIN great care duu tue dlu Vi Il DldCkDOuGQ
contrived so as to show the two planes is of
great Importance. A teacher can get some very
useful hints by consulting set of lessons given
at the Ecole de Dessn, Paris, by Men
sieurs Petitcolin and Chaumont. These papers
are now unfortunately rather scarce, but as they
are the only really systematic and principal
things of the sort, a reprint will I'M
doubleday appear before long. The re-
naming fourth may be devoted to simple or
complicated problems in construction, according
to the proficiency of each pupil. Some simple
models are required in this class, also, which
can be had at small expense. The excellent
handbook of Prof. Warren will be of great SER
vice TO the teacher, and at some time to the
pupil. 1t will be observed that the method of
instruction recommended for the mechanical
classes differs widely from the one usually fol
lowed in classes connected with our voluntary
organizations. That plan is to give the pupils
certain arbitrary rules for producing certain re-
suits, and pupils are generally allowed to choose
their own studies. This plan contempates the
mastery of the great principles of projection, so
that the pupil can deliueate any form he wishes,
and put it in any desired position.
Pardon me for urging again that the common
and highly Objectionable plan of teaching by
textbook will not answer the demands Of the
hour in regard to this form of knowledge. Some
convenient handbook may be very well for the
pupil 10 consult in case of doubt or fOrgetful-
ness, but no such thing should ever be seen in
the classroom.
Some practical questions naturally arise.
What apparatus must the town furnish aud
what the pupil?
The town must open convenient room,
warmed and lighted, and must equip it with
tables and blackboard. One of the public
school rooms will do, in most cases. If the room
must be furnished with tables, very good ones
can be made, as at Worcester, for two and one
half dollars each. A regular draftSmanS stand
nH ig IF10I do oh, III Ill
The town ought also TO furnish few models.
The pupil must supply himself with drawing
board, paper, pencils, instruments, etc., etc. In
regard to instruments, a pair of adjustable di-
viders, pen, a scale, a L-square and triangle
are all he needs. He may entirely forego a var
nished box, and wrap his metallic tools in a bit
OF chamols leather, which many craftsmen pre-
fer TO q box Six dollars will provide him with
all he needs. If he cannot afford this it is clear
that be does not attach value enough to the in-
struction he is seeking to put it TO any use in
his own business. If be learns anything and
means to do anything he will need his imple-
ments They should, of course, be of the best
quality, so that the set can be enlarged at will.
| do not need 10 add that the craftsman should
not waste his money in buying cheap "sets of
Instruments" The Swiss are the best.
What do these classes cOst?
good teacher ought not to work for less than
ten dollars an evening for single class. For
BILE terms can of course be made. The cost of
incidentals is two dollars per evening, and at
least fifteen dollars should be expended for
models.
Suppose the school board will not move in tie
matter, what can be doue2
Clearly nothing but to organize independently
Of the board, pay the sum required to carry on
the class, and appeal to the town at the next
town meeting.
Where can we get teachers2
This is hard question TO answer. A normal
class, in lieu of anything better, ought to be
maintained by the commonwealth at some con.
venient center during a few months in the sum-
mer, where the really skillful draughtsmen in
the state can learn to teach their art. As
things are now, in general reliance must be
placed on the f,w gentlemen in Boston and
Worcester who are willing to undertake the
labor.
have thus given simple practical statement
of what is doing at Worcester in industrial draw
ing, as you requested, and some suggestions
that have sprung up by the way. No one can
be more sensible how much more ought to be
done; but considering the depth of popular
ignorance and prejudice on the subject, and the
general apathy toward all educational reforms,
it seems best that its friends and promoters
should undertake at first only what can be thor
oughly, successfully and cheaply done, trusting
that such large and benefcent results will follow
these small beginnings that public sentiment
will demand after clear demon stra tiOn what tbn