Hand County press. (Miller, Dakota [S.D.]) 1882-1893, 1890-10-02
FORM STUDY AND DRAWING.


The small portion Of the outline OF this
subject which appeared in the issue Of
the 18th ult. Will convince any teacher OF
the Importance Of this study from both
practical and theoretical consideration.
If developed as is proposed-with the OBJ
jects before the cIass-it calls forth the
closest observation, careful discrimina-
tion, and an accuracy of statement-tac-
tors of greatest importance in education.
This study enables pupils to desc ribe
form IN the most accurate way. and makes
them close observers Of the shape aud
relative positions of solids. surfaces and
| lines.
II the subject Is properly presented. the
pupils will construct their own definition,
! that is, the teacher can lead them to give
the correct definition. The thought
should be thoroughly in mind before the
statement is attempted. After 1t has been
given by one, let another also give it. but
not as q mere repetition of the words o..
the first pupil. If he fails in any part
develop the idea again by the proper
course of questioning. having the object
before the pupil that all his powers may
be brought to his aid. Let the definition
| be thus given by each member of the
class, observing the order OF development.
The order of development is first the idea,
then the word hrst the thought, then
| Nnta a
| Glowing a pupil to say. An acute angle
is an angle that il, etc" He il following
neither the order of development nor the
natural order of thought After the pu-
pills have given the definition orally, they
should write it carefully IN q note book
observing the matter Of capitals, para.
graphing. punctuation, etc. Sufficient
Dir II should be given so that the pupils
are able to repeat the exact language Of
the defipiifaps intelligcntly Never ask
a pupil for ,he words OF definition
which he does not underftand Thoroughly
We are now ready to continue the out
life. Having completed I. under ID OBJ
scrvation, We take up the topics as they
are presented to us by The cure.
2. Equality of sides OF faces. Civ
ing rise to The following:
a. surface bounded by four
equal sides, and having four right angles
is called a square.
(2l Pdpils fold squares.
ts) Pupils cut squares.
a. Pupils iay squares foming
designs
90 Pupils lay sticks represent
ing the sides Of squares
(5) Pupils draw squares from
laid or fold'd forms.
! T) Pupils find sqtares in the
room, and draw them.
T.) Pupils find squares outside
| OF room, sketch them and from sketch
make drawing.
3. Definition Of cube solid
bounded by six equal square sides is call
ed cube. Do not allow the pupils to call
the cube square. Impress upon their
minds that squares are surfaces, and that
cubes are solids. A little drill will ac-
compiish this.
UI.l CONSTRUCTION.
I. Pupiis cut fold and paste cubes
| QU.) REPRESENTATION.
/. Pupils holding the paper cub,
in various positions, simple positions at
| first, draw them.
The above completes the study of the
cube. The order Should be noted-l.
Observation, 2. Construction. g. Rep
resentation. In studying the deri we'd
form, the square, the same order is OBJ
served. Following Representation is
| Ornsmsntation which may he considered
as involved in the laying of the squares
forming designs. Stiff, strong MANILA
paper serves vel. for the construction Of
solid forms. Though progress may he
slow at first, do not fail to take the topics
in the above order nor to take all the
topics