H I LLINO I S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Brittle Books Project, 2011. COPYRIGHT NOTIFICATION In Public Domain. Published prior to 1923. This digital copy was made from the printed version held by the University of Illinois at Urbana-Champaign. It was made in compliance with copyright law. Prepared for the Brittle Books Project, Main Library, University of Illinois at Urbana-Champaign by Northern Micrographics Brookhaven Bindery La Crosse, Wisconsin 2011 F"; .as' T f. ' ' . - k . : f t \ '" . t ".. 1! . 'fitu '- , s , ,Ir1 I t .t }' I r \ r' ' -8 .A~~I J { A . { 3 ,. .t y om yi g "E D C fr I' ' ~f' / I ' . r f' { y a [j 3 1 " ' . ~y y 'tl , a f l... 4 y~ rpcq~fi, ,-. , .i= IAr 6 i 4 ';t' fa ST T t ft IND , .r f .fia 1e a N t c C~S r I -1" F . _ .. ,. - :~.. tWarning anb -~ii abnr, LIBRARY University of Illinois. g .q67 CLASS. BOOK. Books are not to be taken Vo UME. om the Library. A ccessions N o.. ..... .... .................. - - - - -- i:~Q ~ rr Q 7~ e 4 oY .i .7 YF PRI I-~~--- -~, - -- - ' - ~ -- r gl EDUCATIONAL AND INDUSTRIAL SYSTEM OF DRAWING. PRIVIARY BO OK No. 1. EXPLANATIONS. MANUAL called PRIMARY FREEHAND MANUAL, has been Urevared to accomnany the four PRIMARY BOOKS." In it will be found _. minute directions for the different kinds of work required. Tile PRIMARY FREEHAND MANUAL and MANUAL TRAINING No. 1 In this book, for want of room, .only a few general should both be in .the hands of the teacher in order to carry out in full the intentions of the author. explanations can be made. ARRANGEMENT OF THE BOOKS. The first eight pages of each book are devoted to Drawing from Copy. l'The copies for these exercises, with short explanations, are printed at the head of each page.. Page 9 of each book is ruled in spaces for Dictation Drawing. I'age 10 of each book is for Supplementary Work. Page 11 of each book is devoted to Invention, and page 12 to Memory Drawing. On page 9 in each hook will be found Drill Exercises. There are also additional A pages of blank and colored paper. Explanations of copies, models for D)ictation Drawings, and directions for Supplementary Work are fully written out in the MANUAL. Teachers who care 'especially for the Drawing from Copy, with perhaps the Dictation and Memory Drawing, can get along without the MANUAL, if they will make up Dictations, Memory, and other Supplementary Work of their own to fill up the blank pages. For the benefit of such teachers the following are given - GENERAL DIRECTIONS. The end of the Drawing Book containing printed matter is called the top. On each of the first eight pages there are three figures arranged in a horizontal bedrawn from copy. The first figure on the left is to be drawn in tie left upper small square, beneath the figure. The middle figure is to be drawn row, tbo in thie right lower small square at the bottom of the page. The figure on the right is generally to he enlarged and drawn in the large square beneath it. Position of Books.-These books may be opened, while tle children are drawing, so as to bring one end or one side toward the pupil. In drawing 'vertical or horizontal lines, or lines pointing directly to or from the body, the sides and tire ends of the 1)ook should be parallel with the edges of tihe top of the desk. In drawing oblique lines or curves, the book may be turned in any direction most convenient for the learner. For curves, the book should generally be placed concave, or hollow, side. of the curve next to the right hand. so as to bring tihe Lead-Pencils.For drawing on paper, use long lead-pencils of good quality, generally not iharder thian No. 3. If the paper is rather smooth, No. 2 may be used. After Beginners should use a soft pencil, perhaps No. 2, as Iard pencils encourage a Ileavy Iran, and they are apt to produce creases in the paper. cutting away the wood, sharpen the lead by rubbing it on a fine fiat file, or on a piece of fine sand-paper ipasted or glued to a fiat piece of wood. Some teachers keep to be used only for drawing. a set of :long lead-pencils well sharpened, Holding the Pencil. - In making a dot, or a point, the pencil should be held at right angles to, and touching, the surface of thre paper, and rolled, while in .this position, between thie tiumb and thie forefinger backward and forward several times. ' In making the first light sketch, the pencil may be held long, with the upper endltouching the hollow, or palm, of the hand, near thebase of the thumb, or resting against time side of the forefinger. The thumb and the first and the second fingers should grasp the ipencil rather loosely, and the little finger may be turned under the hand, so as to rest and slide on the paper, as illustrated in the figures in tihe margin. In the second step,°or more precise execution of a drawing, 'the pencil should be held nearly in the same manner as for writing, except that tire side of the handnmayrest on the paper, and the ends of the fingers may be from an incih to an inch and a half, or more, from the point. In the case of young pupils, tile ends of tile fingers may . from three fourths to be one inch from the point. In the third step, the lining-in of a drawing, tihe pencil should be . rather hard (perhaps No. 3 or No. 4), and it shoiuld be held more nearly' at right angles to tile surface of the paper, with thle ends of the fingers nearer tire point than usual. - Generally, in all kinds of drawing, the axis of the pencil should be almost at right angles to the direction of the line to be drawn. velvet-like surtface are the best for school use. As a rule the eraser should not he used Erasers.- Those with a soft, by pupils of any grare until the third stage of a freehand outline-drawing; that is, when it is ready to he lined in. Gener- .ally it is better to move the eraser lengthwise of the line to be erased, and withi a rather quick, light movement. 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I.. . .~~xT . +f... f ..,....v... l ,} aw wa..n.r+ anwI e I ~ Fnrue Tr. I xctar~s }} I I 1 ti !; I I Kj ~i 4pJI H I .I _!_ I ;r is:~:: irri i;i::x ls; ipZ : ir,,i,:r I r ~'";X~ ,sr air .i:a$:W~~g~;i~~;lii Oi::l;; irni i:iix , sra I,:i:i 'i A;"~.ll"i:";'; :, : ;I 2, .;;;~ ~rA~~ ~. ' 'g ~ I: . ,~: i~ II g ~i~i l C;r~ ~i~: I P ~iiiyl.iii!iii.:.?!..i.ii:,;iiipjii ~C l~pil 1 D I~iii i; 1ti I!Y~ ijiiiii~ii! id I. ilj. -~Y :~,9591 ""' ." :,r;a [Continued from Page 2 of Cover.] Rulers. - In all inventive exercises we would use rulers, compasses, tracing-paper, and all other possible mechanical aids; because the aim is to train the inventive faculties, and time must not be wasted by slow methods of reproduction or expression. In drawing all kinds of straight lines, place the ruler between tie body and the lie to be drawn. Measures.- In freehand drawing, pupils sllould not be allowed to.apply measures to a line until they have first carefully exercised their own judgment without the measures. If errors are conmmitted,aiid other methods fiiil to convince the child, the teaciher may allow tile pupil tolIpply a measure directly to a line. Desks.- The top of the desk mniiybe horizontal, or slightly inclined downward toward tie pupil, and a little higher than the elbows when the upper arm is hanging down naturally from the shoulder. The Body.-The position of the body, in drawing, should be nearly erect; with the eyes far enough away from the drawing to take in at a glance the whole figure. To assist in maintaiining an erect position, the feet should be placed fiat on the floor in front of the pupil. Arm, Hand, and Fingers. - T'lhese should be kept as free froml outward restraint as possible. Analysis.- Every figure should be carefully analyzed before being drawn. 'Time will be gained, instead of lost, by giving the pupils a clear idea of what is to be done, and how it is to be donlle. Long and tedious explanations that are not to the point, however, will discourage the pupils. In analyzing a figure,1. Point out the geometrical form it most resembles, - that is, whetiier or not 4. Compare the shapes of the different parts. it is triangular, square, oblong, circula, eliptical, etc. 5. Point out tile construction lines and their divisions 6. Suggest the order of drawing the various parts, or lines. 2. Compare the relative position of the parts. 3. Compare the relative size of the different parts. 7. Point out the errors likely to be committed. Technical Terms. - We advise that the geometrical names for the different kinds of lines and angles and other forms be given to the pupils, with proper explanations and illustrations. These should, not be paraded before them at the beginning of the course, but they should be given one at a time, when needed. For want of room in the Drawing Books, these defiuitions are not always in their proper order; but when one is needed, the teacher can turn to it and call attention to it. Boldness of Lines. -It is a mistake for learners always to practise drawing with very fine lines.A broad, soft gray line is more desirable both for freedom and beauty. Steps in Outline Drawing. - There are three distinct steps, as follows:-1. Draw the construction lines or dots, andl mark their proper divisions. 2. Make the first light sketch, which is an attempt= to place every line and form in its proper relation to every other part. 3. Strengthen the sketch; line-in, or finish, the outline. Steps in Lining-in a Drawing. - There are four steps, as follows :1. Strengthen the true outline, as determined by the sketch. 2. Erase all guide-lines and dots, and lines not'to remain in the drawing. 3. Rub over the whole drawing, almost entirely erasing'it, but leaving a faint outline of it where the sketch has been strengthened. 4. Strengthen, or brighten, this faint outline with a rather broad, soft gray line. Criticism.-By "criticism" we do not mean fault-finding, nor the correcting of the pupil's (drawing hbythe teacher. The standard of execution for little children must not be made too high. condemned. If their minds are active, if tlhey are interested and are receivin c:ler ideas, their work on paper iiust not be harshly Criticism must always fall short of discouraging the pupil, no matter how defective the work. somrnetliug of this kind may be found in every drawing unless the pupil has been very careless. When children make mistakes, it is not always a cause for .discouragement. Be sure to comimend that which is well done; and Before we can fully understand what is right, we must know what is wrong also; and hence mistakes sometimes become of great value in pointing out the righit way. Indefinite or sweeping criticisms are always injurious. Make the criticism definite, and in reference to only one or two points at one time. Reviews and Examinations. - At the close of each book, or term of school, or oftener, the pupils should he examined and graded in drawing, as in other studies. They may be required to answer certain questions, giving definitions or stating principles, to draw from an object, or to make a design according to certain conditions. Suitable examination questions will be found in thle MANUAL. Preparation of the Teacher.- Teachers who have had but little or no experience in teaching drawing should not he discouraged. It is far more important to be able to teach well than to be able to draw well. 'Teachers who have been successful in teaching other subjects generally succeed with elementary drawing. Until considerable experience is gained, the teacher should study and draw each lesson before giving it to the class. In this way she will learn how to overcome its practical difficulties and will also make rapid self inprovement. Drill Exercises. - On page 9 in each of tIhe Primary Freehand Books will be found U;nes an figures drawn with very thick black lines. These are to be traced by thepupils, backward and forward or around and around, a.s cse may be, with rapid freehand and arm movements, keeping time to the count of the the teacher. These exercises are fully explained in the PRIMARY FREEHA~ MANUAL. D :N;DUCATIONAL AND INDUSTRIAL SYSTEM OF DRAWING, By LANGDON S. THOMPSON, A. M., Late Professor of Industrial Art, Purdue University, La Fayette, Ind.. now Superintendent of Drawing, Yersey City t'ublic Schools. As at present proposed the entire System will consist of the following Series of Drawing Eooks and Manuals:.- Manual Training Series; Two Manuals. Ready. 2.-Primary Free Hand Series; Four Drawing Books and Manual. Ready. 3.-Advanced Free Hand Series; Four Drawing Books and Manual. Ready. 4.-Model and Object Series; Three Drawing Books and Manual. Ready. 5. -Aesthetic Series; Six Drawing Books and Manual. 6.- Geometrical Series; Two Drawing Books and Manual. 7.- Orthographic Projection Series; Two Drawing Books and Manual. 8.-Perspective Series; Three Drawing Books and Manual. The Series is accompanied by appropriate apparatus in a neat box 6 x 9 inches, and consisting of i6 wooden models, 16 card tablets in colors, 4 wire angles, 12 tin movement exercises, and colored sticks in three lengths. The author has had many years' experience in teaching, from the lowest Primary through the Grammar, High, and Technical School. It is believed that this series has been so carefully developed in theory and so satisfactorily tested in class use as to adapt it to the needs of the schools and to meet the approval of the leading educators in this department. D. C. HEATH & CO., Publishers, Boston, New York, and Chicago. 'r ' C l PIMARY i II I L'-i---l~a ,, Ir ~ I I I Ir- ES EEHANDQ - ii sil -~rr~IC prrraa ~r rra.trrra II Ir~ s ~I~ rana~ EDUCATIONAL AND INDUSTRIAL SYSTEM OF DRAWING. EXPLANATIONS. A MANUAL, called PRIMARY FREEHANDwork required. has been prepared to FREEHAND MANUAL MANUAL, accompany the four PRIMARY minute directions for the different kinds of The PRIMARY should both be in the hands of the teacher in order to carry out in full the intentions of the author. explanations can be made. ARRANGEMENT OF THE BOOKS. The first eight pages of each book are devoted to Drawing from Copy. BOOKS. In it will be found and MANUAL TRAINING No. 1 In this book, for want of room, only a few general The copies for these exercises, with short explanations, are printed at the head of each page. Page 9 of each book is ruled in spaces for Dictation Drawing. Page 10 of each book is for Supplementary Work. Page 11 of each book is devoted to Invention, and page 12 to Memory Drawing. On page 9 in each book will be found Drill Exercises. There are also additional pages of blank and colored paper. Explanations of copies, models for Dictation Drawings, and directions for Supplementary Work are fully written out in the MANUAL. Teachers who care especially for the Drawing from Copy, with perhaps the Dictation and Memory Drawing, can get along without the MANUAL, if they will make up Dictations, Memory, and other Supplementary Work of their own to fill up the blank pages. For the benefit of such teachers the following are given:GENERAL DIRECTIONS. The end of the Drawing Book containing printed matter is called the top. On each of the first eight pages there are three figures arranged in a horizontal row, to be drawn from copy. The first figure on the left is to be drawn in the left upper small square, beneath the figure. The middle figure is to be drawn in the right lower small square at the bottom of the page. The figure on the right is generally to be enlarged and drawn in the large square beneath it. Position. of Books.-- These books may be opened, while the children are drawing, so as to bring one end or one side toward the pupil. In drawing vertical or horizontal lines, or lines pointing directly to or from the body, the sides and the ends of the book should be parallel with the edges of the top of the desk. In drawing oblique lines or curves, the book may be turned in any direction most convenient for the learner. For curves, the book should generally be placed so as to bring tlie concave, or hollow, side of the curve next to the right hand. Lead-Pencils. - For drawing on paper, use long lead-pencils of good quality, generally not harder than No. 3. If the paper is rather smooth, No. 2 may be used. Beginners should use a soft pencil, perhaps No. 2, as hard pencils encourage a heavy hand, and they are apt to produce creases in the paper. After cutting away the wood, sharpen the lead by rubbing it on a fine flat file, or on a piece of fine sand-paper pasted or glued to a fiat piece of wood. Some teachers keep a set of long lead-pencils well sharpened, to be used only for drawing. Holding the Pencil.- In making a dot, or a point, the pencil should be held at right angles to, and touching, the surface of the paper, and rolled, while in this position, between the thumb and the forefinger backward and forward several times. a In making the first light sketch, the pencil may be held long, with the upper end touching the hollowr palm , of the hand, near the base of the thumb, or resting against the side of the forefinger. The thumb and the first and the second fingers should grasp the pencil rather loosely, and the little finger may be turned under the hand, so as to rest and slide on the paper, as illustrated in the figures in the margin. In the second step, or more precise execution of a drawing, the pencil should be held nearly in the same manner as for writing, except that the side of the hand may rest on the paper, and the ends of the fingers may be from an inch to an inch and a half, or more, from the point. In the case of young pupils, the ends of the fingers may be from three fourths to one inch from the point. In the third step, the lining-in of a drawing, the pencil should be (perhaps No. 3 or No. 4), and it should be held more nearly at right angles to the surface of the paper, with the ends of the fingers nearer the point than usual. -Generally, all kinds of drawing, the axis of the pencil in Jratherhard should be almost at right angles to the direction of the line to be drawn. Erasers.- Those with a soft, velvet-like surface are the best for school use. As a rule the eraser should not be used by pupils of any grade until the third stage of a freehand outline drawing; that is, when it is ready to be lined in. Gener ally it is better to move the eraser lengthwise of the line to be erased, and with a rather quick, light movement. [See Page 3 of Cover. EL Y 4 e ,r..t,.. , x. *. R$ "" .h , ' ' s 3 't ' +L'" k " ..z¢ .._.:'... ".+i"c' r"'ri ".' r > .a: '3 ''- .. , .u J " .. : ' ka;i s w xrF r ' t "r' r 'r' ' s_ '' : « 3?,.at .'w'': r . ,. ,'"',.: a .'.''r'. x : ".. s ' r 3 p; ,,t" " .. , ' r n 5 . + v F. . I';xli.pr v.: .t i I oaf , s' ' I E i ; '" r" ka _;: . { ..i'k 'L .. kt: u E3 ": .laF'.*u'. a ' ': «1 3 E: ,i: mTi ;s : 'F .. H :« <::. G ::: . t . 3 i>i .. . ' . .... . . ' : :3 i: m >3:. c ,. a ' :} R.f -"' : .. s , . r>i cc P « , & .; ;x . 3., C .. '.r" r. ' ' s ... 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