Improvements in Models for the Teaching of Drawing.
Year: 1898

page_text: Date of Application, 27th May, 1898
Complete Specification Left, 27th Feb., 1899-Accepted, 20th May, 1899
PROVISIONAL SPECIFICATION.
Improvements in Models for the Teaching of Drawing.
We, WILLIAM BRIDGE, of Whittaker's Buildings, Norris Bank, Didsbury Road,
Heaton Norris, in the County of Lancaster, Art Expert, and PETER EDWARD
TRAINER, of Brook Road, Gorton, Manchester, in the County of Lancaster,
Educational Publisher, do hereby declare the nature of this invention to be as
follows:-
This invention relates to the teaching of the principles of model drawing or the
drawing of common objects.
It consists essentially of geometrical (or other models) capable of being taken
to pieces in sections or otherwise constructed with the several parts such as the
ends, plane, curved or other surfaces all in separate divisible parts or portions
which can be built up upon an axle or rod representing an axial line-or other-
wise so that the model may be illustrated in whole or in part in outline or
skeleton to demonstrate the relative positions of the parts to each other.
In carrying out the invention we form each end of a separate flat or nearly flat
piece with a hole to receive a thin rod or bar whereby the two ends can be con-
nected together at any desired distance apart such rod representing the axial line
or longitudinal axis of the body. The ends and sides are painted in different
colours upon the surfaces and edges to readily distinguish the relative positions
of the parts. Strings rods wires tapes or the like may be stretched across at the
angles or corners or otherwise to represent the outline of the body and the sides
are formed of a loose piece or pieces capable of being fitted into position and
removed.
The ends may be solid or skeleton, or both may be employed in one set of models
and the sides or ends or both may be divided by different colours or by lines
ruled, painted or cut therein for the purpose of illustration or demonstration, and
the ends may be hinged or bent to fold over to represent sections or parts of the
model.
As applied to a cube prism hexagonal or other angular body the ends are made
of rectangular, triangular or other desired shape of any suitable thin material
and each of a different colour to be readily distinguishable. A rod connects the
ends together and represents the axial line. Eyes studs or the like are placed at
the angles and these may be connected from one end to the other by strings or
by wire or the like to show the skeleton or outline of the solid or geometrical body.
The plane surfaces may be formed of a piece of leather,-board or other suitable
flexible material bent or scored at the angles or they may be made of separate
sheets of thin material which can be placed or replaced as required. Other pieces
may be employed to lay across the centre to cut or divide the model into two or
more parts.
As applied to a cylinder the ends are made of separate discs of different colours
connected by a rod or axle representing the axial line. A number of cords, wires
or the like may be stretched across to show the outline or skeleton of the figure
and the exterior may be made of a sheet of leather-board, metal or other material

page_text: Fig. 15 is a similar view to 1 and 11 of a triangular prism, Fig. 15ª partial
section of jacket of latter,
Fig. 16 is a view of a rectangular prism, showing also the cube and derivative
figures,
Fig. 17 a view of a portion of the prism forming the shell of a cube,
Fig. 18 a view of a rectangular pyramid,
Fig. 19 a view of objects derivable, mainly from the former,
Fig. 20 a view similar to Fig. 18, of a cone,
Figs. 21 and 22 details of cone and pyramid construction and,
Figs. 23 to 25 views of objects chiefly derivable from the cone,
Figs. 26 to 29 indicate the steps taken in demonstrating the construction of the
primary forms and some of the common objects derivable therefrom.
Fig. 30 shows how a cone may be developed by a piece of wire in combination
with the axis and base.
Figs. 31 and 32 illustrate how vase and like forms are developed, and
Fig. 33 indicates how ornamental gas brackets or electroliers are shown.
To
In carrying out our invention and referring firstly to the construction of the
models to indicate the primary forms such as the cube, prism, cylinder, cone and
Fyramid, and which may be of any suitable size, we use a red or tube A, preferably
the latter, which represents the axis and upon which the parts forming the mode!
may be built. The ends of the cylinder and prisms and the base of the cone and
pyramids are made of a single flat piece a or of two pieces a and b, connected at a
little distance apart as will be seen from Figs. 1, 2, 11, 15, 16, 18, and 20, the
piece being larger than 6 so as to form a flange, against which the shell or
jacket B forming the outer case of the figure may abut. Each of the ends or
bases has a hole in which is fixed a short metal tube C, through which the axis A
can pass. The tube C'is split at the end or otherwise so that it will spring and
clip the axis tube A and so hold the ends firmly in the position required, longi-
tudinally of the rod, whilst nevertheless enabling them to be moved to any position
required on the axis. To hold each end in correct position on the tube A rela-
tively to the other, transversely, the tube may have a slit A' from end to end
whilst the end a or tube C may have a pin C¹ fixed in it to engage with such slit,
or tubing of square or other section may be used to secure the same result.
demonstrate the longitudinal outlines of the body in skeleton form the ends
may have holes a' at suitable distances apart as in Figs. 1, 18, and 20 or at the
angles only as in Figs. 11, 15 and 16, and into these holes are placed wires A",
with bent ends such as shown in Fig. 3 or Fig. 3 or hooks and strings, tapes or
the like. In Fig. 22 hooks a connected to string or elastic are used, the bottom
hook taking into the holes in the base of the cone or pyramid and the top hook
into the upper end of the axis tube A. The upper hook is extended at d to
complete the outline of the cone or pyramid. Instead of the strings being con-
nected to hooks they may be threaded through the holes a in a suitable way and
in place of wires with bent ends, straight wires may be passed through holes in
the flanges of the ends a. Fig. 3 shows a connecting wire which is screwed or
notched from end to end so that by taking a piece of flexible wire, or sewing
thread, twine, rubber band or the like and passing it round the assembled wires
as indicated in Fig. 3" for example, different sections of some primary forms may
be demonstrated. Or we may use instead of wires 3 and "and hooks e in Fig. 22
spring clips attached to rubber bands and engaging with the edges of the discs.
By the arrangement of wires or strings or the like the axis A is visible to the
student and its relation to the primary form demonstrated.
When it is desired to show the primary forms as solids an outer envelope or
jacket B is fitted to the ends or bases of the figures. This jacket may consist, in
the case of the whole of the primary forms referred to, of a single sheet of suit-
able material. It is, however, preferred to make it of two or more parts which,
when assembled together, will make a complete jacket and when one or more
parts are taken away, these parts, or those which are left, will represent some

page_text: shown in Figs. 11, 15, 16, 18 and 20, these plates or discs enabling the sections of
the forms to be readily demonstrable. The plates are supported on the axial
tube A. by tubes C, similar to those used for the ends and bases, so that each plate
and also the ends or bases may be moved along the axis to any position desired.
The number of plates used may be varied in accordance with the object to be
demonstrated and it should also here be noted that the jacket 13 for all the primary
forms may be divided into two or more parts and be connected together by any
of the methods referred to.
As examples of how the primary forms constructed of separate, divisible and
interchangeable parts may be employed in the demonstration of common objects
reference is now made to the cylinder. Fig. 5 indicates a cradle formed by remov-
ing part as well as one end of the cylinder and adding a semicircular end 5, held
in place by springing it onto, or sliding it down a groove on part 2. The rockers
are shown in Fig. 6 and are held in place on part by spring pegs or the like 6.
Fig. 8 indicates a lading can formed of parts 1 and 2 to which is added a circular
bottom 7 and handle 8, the latter being held in place by pegs 9 passed into holes
formed in the body. Fig. 9 shows a further development of the lading can into
a watering or "degging" can by the addition of a spout and rose 10, half top and
support to spout 11, and handle 12, the latter and spout being held in position by
pegs 9 as before. Instead of pegs 9 the spout 10 may be connected to the jacket B
by two or more spring knobs or catches engaging with corresponding holes in
the jacket as shown in Fig. 9 and 9" to enlarged scale. The same form of con-
nection may be used for connecting any of the parts of a model or models together.
Fig. 7 shows how a scoop is built up from about one third of a cylinder to which
is added a handle 13 with a central peg 9 to pass through hole in end and a semi-
circular scoop portion 14 pushed into the end and secured in place by a spring
plate (Fig. 10) and indentations and holes a similar to those shown in Figs. 4,
9 and 9".
Fig. 14 shows a kneading trough constructed from part 2 of the hexagonal prism
in Fig. 11 with the addition of half ends 15 which may be sprung into place as in
Fig. 5 or secured to the sides by hasps and eyes 16 or by any of the jointing
methods already described. A partially hexagonal cradle made of corresponding
parts to that in Fig. 5 may also be formed from the prism.
Fig. 19 shows a street lamp hood made from parts of two different pyramids F,
and G, placed base to base and attached by any of the methods described. Part F
may be converted into a pyramidal inkwell by hinging the top portion of a trun-
cated pyramid, or a small pyramid. to it and inserting in its interior invertedly the
top portion of a cone or a small cone.
Figs. 23, 24 and 25 indicate some of the forms derivable from the come, the
first figure showing a candle extinguisher made from part 1 by the addition of a
handle 8. Fig. 24 shows a coffee pot made from part with the addition of a
handle 8 spout 10 and lid. Fig. 25 represents a tundish formed out of part 2 with
the addition of a nozzle made from a section of a cone of a different angle or
pitch. The parts shown in these figures may be connected together by any of the
methods described.
Fig. 16 at the left hand end shows how the rectangular prism is divided to indi-
cate the cube which is again provided with partitions 17 and drawer 18 so as to
indicate a small cabinet or the interior of a safe. Fig. 17 shows the body of a
covered cart formed from the jacket B, of the cube, with the addition of a hood 18.
hinged to one edge of it, and a footboard 19 also hinged or otherwise connected
to another edge. The addition of the ends of the cylinder and axis with the shafts
made from wire completes the model. The footboard 19 may be turned into the
vertical position and the fourth side of the jacket completed by removing the
hood 18 and replacing it by a hinged plate 20, or a full side may be substituted
therefor. The jacket B may be made of two or more parts hinged or otherwise
connected together. It should also be noted that the bases of the cube prisms or
other forms may be attached to the jackets by being slid down either an ordinary
or dovetail groove formed on the jacket and further secured by spring catches

page_text: in combination and we further claim, that by this invention education is very
much simplified, thus:-
(1) Form" may be readily yet simply taught even to the youngest children
either by building up and taking to pieces (or by allowing each child to actually
perform the same operations with small sizes of the apparatus covered by this
patent) such common objects etc. and so visually demonstrating the models or
primary forms on which such common objects are built, besides giving simple
technical suggestions as to the method of making such common objects as well as
paving the way to subsequent lessons in drawing, etc. thus:
(2) The difficulties attendant on teaching model-drawing (both of primary forms
and kindred common objects) are absolutely minimised for.
(a) Such model may be first presented in parts e.g.. (the axis-never seen in the
sid and dises for the cylinder).
(b) The childs drawing therefore grows as the model is amplified e.g. axis and
discs clothed with a jacket present the cylinder, (solid form).
(c) When the primary model is completed it may then be converted into the
representation of a common object or common objects by the addition of suitable
accessories. None of these benefits can be obtained from the use of the present
models."
Having now particularly described and ascertained the nature of our said inven-
tion and in what manner the same is to be performed we would have it distinctly
understood we are well aware that models of certain primary geometrical forms
have been made with irremovable shells of transparent material through which the
axis may be seen and that primary geometrical forms have been built up in
removable sections of solid material. To such forms of construction we lay no
claim but on the other hand what we do claim is ;-
1. Models for educational purposes of such primary forms as the cube, prism,
cylinder, cone and pyramid constructed of separate, divisible, or interchangeable
parts capable of being built up on, or taken apart from, a rod, tube, wire or the
like, representing the axis of such primary form or forms, so as to demonstrate the
relation of such axis to the other part or parts forming the said primary forms
and to enable the sections or outlines of such forms to be readily demonstrable to
students of model drawing or the like, substantially as described.
2. Models for educational purposes of such primary forms as the cube, prism,
cylinder, cone and pyramid constructed of separate, divisible, or interchangeable
parts capable of being readily built up on or taken apart from, à rod, tube, wire
or the like, representing the axis and of being utilised to demonstrate the form
of common objects either by each part being combined with another or others,
forming the same primary form or of another primary form or forms, or part or
parts of such forms, or by the combination of such primary forms or part or parts
of them with certain parts or accessories, substantially as described.
3. In models for educational purposes the combination with an axis A, and ends
or bases such as a, or a and b combined and provided with holes a¹, or wires such
as shown in Figs. 3 and 3 or hooks e connected by string or elastic, said hooks or
wires engaging with the holes a¹ and forming the outline of a primary form or
forms such as herein before referred to.
4. In models for educational purposes the combination with an axis A, of ends
or bases and b, and one or more plates E capable of sliding thereon for dividing
such models into several parts and showing the sections of such models and for
indicating the main points of outline in vase forms substantially as described.
5. In models for educational purposes such as described the combination with
the axis A and ends or bases, of jackets such as B, formed in one piece or divided
into one or more parts, and capable of being readily built up or not as desired
upon such axis and ends either to show the appearance of primary forms such as
the cube, prism, cone, cylinder and pyramids or the like, or common objects such