E AaMelalion lor Infonnatleii and hnag* M«iM9«iiMnt i 1100 Wayne Avanue, Suite 1100 ' Stiver Spring, Maryland 20910 301/587-8202 \ Centimeter . 1 2 3 Inches 5 6 7 8 ' 9 ^ 10 11 12 13 14 15 mm liiiiliiiJiMiliiiiliiiiliiiiliiiiliiiiliiiiliiiiliiiili mm^^ ^ i |ii|i| i i| i| ii | i|ii|i | i|i^i|i^i | i ^ i|ii|i|i i | i |ii |i ^ i i| if| i^i|ii|i | ii| i |ii |^ • ■ 1 2 3 4 1.0 iMhiiiiiiiihiiiiiiiiiiiiii wfm I.I ■tt 12b |2.2 itt 136 I 2.0 \125 iW ii.6 I V MPNUFfiCTURED TO PIIM STRNDRRDS BY RPPLIED IMRGE, INC. y'.^v ""^W .;:..i .^ l<9 n i- ■ '>.-,..■■-■■ *' . .- 1 ■■'■■,.' ^ ■-.'.■.' ■* .' -.■'■'■' - ■ ', ' '. ' * ■ , ■ *■ ■■ ■ • - GIHM Microfiche Series (IMonographs) i ' ■ ■•■■■■'-'. ' ' "■ ■ ■ ■■ ^-.v ,■■■ ',"■■ -• ■■ , ' V ■ ■■ ■ V '^ ICMH Collection de microfiches (monographies) \ . Canadian Institute for Historical MIcroreproductions / Instltut Canadian de micrpreproductions histoflques ^ V Ttchnical and Bibliographic Notts / Notts tachitiquas at bibliovaphiquas Tha Imtituta has anaihptad to obtain tha bast original copy availabia for f ilmirtB. ^.jMturas of this eopy which may ba bibliographically uni4|ua. whicli may attar any of tha imagas in tha raproduction, or which priay significantly changa tha usual mathdd Qf filming, ara chacfc«d balow, - , ^ A •■ L'Institut a microfilm* la maillaur axamplaira qu'il ' lui a it* pouibia da sa procurar. Las details da cat axamplaira qui sont paut-4tra uniquas du point da vua bi^liographiqua. qui pauvant modifier una imaga raprodiiite. ou qui pauvant axigar una modification dans la mithoda normala da f ilmaga sont indi<|u*s ^ ci-dassous. . , ' □ Coloured covers/ ' Couvarture da couleur I T^Covers damaged/ I ^1 Couvarture endommigie □ Covers restore^d and/or laminated/ Couvarture restauria et/ou pullfeulte □ Coloured pages/ ^° Pages de couleur - ■P □ D D P D Cover title missing/ Le titre de couvarture manque Coloured maps/ ' » Cartaslitegraphiques en couleur Coloured ink (i.e. other than^ilue or black)/ Encra de couleur (i.e. autre qu^leue ou noire) Coloured plates and/or illustrations/ Planches et/ou illustrations en couleur Bound with other material/ Relie avec d'autres documents Tight binding may cause shadows or distortion along interior margin/ La reliure serrie peut causer de I'ombre ou de la distorsion le long de la marge interieure Blank leaves added during restoration may appear within the text. Whenever possible, these have been omitted from filming/ II se peut que certaines pages blanches aiouties lors d'une restauration apparaissent dans le texte, mais, lorsque celi ctait possiblUBLISHlN(rC« ^' LIAITED URSE AUTHORIZED BY THE EDUCATION DgPART-M ENT^NmRIO>;^ NO SECOND O. ^. READER. >**4'"i ...-^. ,|IM>».IW11«Yt*IIWt.WT H«£M»AP/>wii*M«tWCO"»*Ny.(MwywV <•-;' >«='; ,{.<•. r jT^i- ^V ^ -'i?; ....i.:.-^: ■/ . HINTS TO THE TI?AGHER. ' Th'i course begun in Book I.. in continued in Hook II. Tlie same typds, .s[)hcrc, t;ylinder and cuIhj arc presented but in more diffic ult i>osHions to represent The licmisphcrc and siiuarc prism arc ilso studied. ' • Tiic ciinstructive part of drawinjj is continued. Tiic pupil is required to look for uses of the tyiR-s iii^)rr)ament and tlic constructive arts. The pupil will see the. preference for certain forps of constructed articles, and that the slvaix; of certain .surfaces such as windows, doors, picture frames, table tops, etc., i.s deter- mined first by their USK, and if several shapes are equally service- able then the most beautiful and harmonizinij shajje i^ chosen. This critical observation of common objects is the best possible training a child can have. . .^ Working drawings are introduced. The plan and elevation of the types are shown,. Prom this the plao of the .school house may be drawn, then the plan o'f the school ground. This will \|ead,a clilW to have a projxir understanding of a map of a larger s^face of the earth, as a township, county or~countr>'. This division of the subject not: only prepares*^ pupil to understand a MAi», but also to KKAD a working Dl*]!S|r>jfe, sometl^ing very necessary in the education of every child. The dbcoration or ornanicnt added to a surface is continued more difficult borders being shown, and Historic Ornament is introduced by a Greek and Arabian border and by showing the natural Lotus, the plant form used so much by the early Egyptians. • v The drawing of the human figure is continued. The profile view may be introdui:ed after the pupils have learned to see and express proportions. The drawing of quac^rupeds, birds and plants is continued. If a pupil studies one typp of quadruped or bird and can draw it, he can draw, by a little observa/^ion, all the common 'birds i nd qua.lrniK.ls. Tlu- drawing and study of the cortimon plant\ and annuals will Ihj asscKriated with their economic and other usW Representative drawing or drawing the ai)pearancc of objects sin^My and in easy groups is extended. In this grade too mlicb must not l)ee\|x-cted. It will be encouraging if children cultiv-ktc a tast.: for graphical rcpresentat'ion and show cart;, thought aid iinprovenKut in drawing. Use drawing in ixW subjects whL possible, •"iciling sluries^ by ■pictures slv.ul.l be encourfigecl Pictures of re»^)gni/.ed merit should be studied, this will lead thA pupils to appreciate good pictures, and will aid them to express^ themselves artistically. Rulers and all mechanical aids may be used when making working drawings. Rulers should iicver be used when sketching, even if their use is jjossible in Some cases. . When the page is divided it will be found that the drawings asked f. )r will not fill the wliole space. Such vacant spaces may loused by the pupil to'tIiing he chooses when directed by the teacher. Rlany^M^re drawings shoulS be made in a year than are asked f.jr in the book. Nearly all objects except the types' should be drav.n on paper at home and transferred to the book. Thework in the t^auiug book is a sample record of the work gone over. The • course is arranged so 9s to begin in August and end with June. I'ruits, fall flowers and leaves will engage the attention in the fall. In winter, working drawings, decoration and construction may be taken up. Bursting buds, birds, flo>vcrs and outdoor cbjccts will be seasonable during the spring months. Color study should be continued. The tints and shades of ■ colors studied in the last class would be of interest. Do not tcich color or even drawing .is a special subject, but rather in.tidentally. i 1 /- . X ( \^\ rj "tj I ^T '^m l>l,)i! ' ,T»T> \ ».'■-■'■ i Review the terms, surface, plane and curved •surface, face, plaru- and curved face, edRe, straight and curv*-*! edge, cinlc, square, an- f Ic, right angle, vertical, horizontal and obliqut-, using the sphere. cylinder, cube and common objects to iUustr»te these terms. Make drawings to show the above terms and write the meaning of each after the drawing. 5 % \ -•* -if «% ' %'^ymi .>H' 1 '^' Draw the sphere. Observe the shade on it and the shadow it casts ii|x>n what it rests. Show the shade and shadow in the pict\ire. What kilid of line do you use to suggest shade on the sphere? What will bo the kind and |iosition of thcfinea used to suggest tiie sliadow? Why? Draw an-appie. Draw a g;roup of three apples. *«■■ >■ ■ I'm |;K- h'^-: ■■■r Oooooo €> G.oaooo 60o oao ■Jv. ■ iii - .^\ *Pv5 ", . CJ* ^ ""' )'• Fin«l examples of the use of the spht-rr in ornament. Draw one exainplr. Compare thi; l««ii|; (prolatr) splioruid jiiul the short (dblatc) sphoroiil w ilh tlu- Sphtrc aiul witli r.uh otlur. Name objects hke both spheroids, and collect picturr olobjel!if,s lik«? tliem. Draw'iVibjects Hki- th<- splieroitb V, A lH^MBTi* ' ♦> * »» >. * •,■• »;^> ' .-J :■! Use this page for aketdiM, illuttratinf itoriea you heard or read, scenes yoif have eltoerved or leaaons from the reader. ILUSi* ei«h . '**' •■,'>.'^."" •» ^•■yT *H. Make drawings ofxiomc common wild plants In flower. Select a perfpct type for study iiid drawing. Draw sii«parately • leaf,* petal, a seed, the front view of the flowir. It Is not hPtysfiary th«t all thtytm mbrrs of the class have the same plant. Collect thr/i: leav/s, one very narrow, another ikbout as Wiad as long, and another betweeo the twa iu Hbape. ,Draw each leaf and write below each its uame. -:.' ^i^s3bj-'sv- •:.■■: x^^fc^sniTS^^ .i ■% r; ■■. t ■ J' . ■ \ < - 1 ; • "> -'^w*^^ ' \' ". I f^s?«iKt?^*7 *S£tss;jrs-^^^ff?"^ , f"-"-. »-«y«; #»»» Write answers to thr followini; quentloni on th*; hemis phtTC. Mow many faces has the hemisphere? What kiiui is each fiico? What is the shaiK! of the plant? face? What is thi! |)«)sition of the curved face with retjard tu the centre of the plane face? •Combine thtse answers to form one s«-ntcncc. This will lie the definition of the hemisphi-re. '^ L>ra^ u hemisphere restintj; on its curved face. Draw a bowl and other objects like a heiiitsphere' ' i r> <•' ' ■.,;• ^ t ,'■«".'■ > ...«-j.. "WJAoa^ i ~:yBi' jb^ fM li^t/P!* ^J^. , *Lii,>f5 *¥-^^F ' m:u„^i^ r •( <•' >v. * Dnw th« hemiRphere m it appriirs whifn rwting on it^'plaiw filer. , . , ^ Draw two halvfs of nii applr, one resting nn its pl.inc fac «• anit the other on -itH curv»'«l f.itir. Many hiriU l)iiij(l thfir nosts liki; a lit- niisphL-rr. (jet a binlN m-st and inakc n drawing uf it. Sotnc uncivilized ptoplcsuch a«» the l-'.• ^v %. ' V ■'n What ts the axi3 of a cylinder? Draw a vertical cylinder (i) with the middle of tl\e <* *^ f .^«.fef^^^*-»Vl£4^K+^'/'* ■^^^i^lt^^^^S.fL'^^^JkS-!!^ ft . f t*. »-, J ' > c fa K \^ uM • (> Construction lines aid in getting a more accurate drawing of an object In a cylinder the first line to draw is the axis 1-3, then lines to represent the appiarent diameters of the ends as 3-4 and 5-6. Locate by points the p)sitic)n of the nearest and farthest points on the top as 7 «nd 8, and tlir nearest point of the base as 9. Draw the ellipse to pass through the four points at the top. Draw the halfellipse at the lower end of the cylinder. Draw the lines that represent the limits of vision on the curved face as 3-5 and 4-6. Erase the construction' lines and other un- necessary lines and then accent the drawing. Locate where the farthest point away on the base would appear if it were visible. TJ. mh'-^4i^:,'^i t> i^f. '•<> \. V '■■■ rr Place a cyltnder with its axis horizontal, and at right angles to the line of direction «o that the mifl- flle of the axis is directly in front of the eye Draw its appearance, using construction lines. Draw a cylinder when the right end is directly in front Draw two horizontal c)linders, one to the right and ooe to the )eft. 4 . , i Draw tlio plan or 12 *nd t view and the elevation or side view ol a splu-re, a vertical cylinder, a hemisphere ai r cu be. CltvACion fin lC»*>4>»* [: > C<.-rir;.-v , r iy 4 M »»i»w ^nn ■^^Z:^ c**^" am Th ir rT, . ./" 13 Draw the dfvation of a window or <\ortr. Mrnsurc tlio dnur and represent one foot on tlu; door by lialf an inch in the drawing- Thi" is called "drawin({ to scak " Use your ruler for drawLni; linei and measure carefully Indicate the measurements dniwiutfs \ OQ ^h k / K, N. \ ^ 7u^ \ ■■ i j^^.J- V. it \ r\ 14 Draw to scale a plan of yonr school room, locatinf the I your drawing so that the northern part of the roem will ba Won of the objects in the room by their too view Place I towards the top of the pa«r. txMition ''IS' 16 h < mSMSMi CRV.llK ARABIAN ,:.>.g3ga-«igu aJijii-M M li ■^^igp»?r4^^«!?»??^*^^ Krview lx>rdrr!i. Draw borders usinR stral(;ht Une«, circles uiil sfiimrc) an tJNiTS. Draw two borderi using a cnmbinttion < if circles niid squares as units. Vary the appearance by darken- ing the units in Mtme borders and the field in otlicrs. The field I if a border is the space outside the units. Kxplain RF-PKTlTlON, A I.IKU NATION, VAR'IKTY, CONTRAST. Draw bfirdcrs UNin({ the one or more uf the natural forms tlrawn im jVigi; 5. Collect rxamples of bortlers that use flowers for units. Here are two t- xam()lr<» of historic btirdera caUed "frets." Look fur ^iiiiilur frets and duw tbcni. ms'i^ p ■mf--^,^^-^ 1^ How many farri ha^ « cubf? What kind J« each face? What Is the •«hape«.fr.ult fiuii' fiivc thcelow the eye, so that the top face ;tnd ffMht fn..Tarir visiblr. .. ,l , h i- i. Uraw the ciilie »««>•"> ""*' '"<^»**^ ^'^^ position of the eye levrl by a hnc I ro- «luce the lines that nF>riHcnt the receding edges. If they mt^t aU)ut (.n the tyc levil the draw ingha.slH.cn correctly made. , , j> What is the line at the rye level the picture of > Givi- examples of recedmg rdges that \if»u have sf tht; front faces? Draw thtin. Lt>cate by ft line the place where the bm k edges at the top ap|Kar. Mark the back vertical eclRen. Locate tlie lower coriurs at the ha»k. I. mate the apjMireiit position of the corncM at the ri^ht ami lelt at th<- tup. Draw the receding eiiyes. I'rodiK e tiiese e.lyes lill thry meet. W hut help irmy liuqbtained fr.Jin using the eye level line? . ' ' ^ 'Jr.iw A '■*j\d or itrcc' iiiJ *.!jc 'cmccs iiid t V 1 1 1 „.-. - < ( L ^ V ^^ J > . t? •:'»l :i*'- 1-^ X otr^OA/^ri ^'^ ^ H ' \ *^. ■- * :. ,'-^.^ W'-- Rdgea thAt r«*crH« parmlld to the direction wc air tnnking appear to rnnv^fRC to (I point op|K>Hitc the eye on tl»e hori/on. The picture of thin |)oint ison the eyclovrl hue, thrrclly in front of thr rye. Prove thii by tracing on a vertical (;laslano h<-t(l iM-twti-n you and twociibei placed a.t on. last pajjc. I'lacc the cuIk-h hci that tlu-y may he wrn well wlu-n tuoking horr/untally. Draw Uuok«, buxca and uttier rectangular ubjvct4|ltu the riybt and tu tbc left. ' .a. ^ ■ L I A 3i. . J i»t ' ' •' " -^ PfilW |>o«iti<>ii<. It a ^qliar« prinin in clifTrrrnt \Mi.it' It \hr )*ha|>e of rarh f.ir.' i\( thr |.ri^m> What i* a nri-»tn ' Name r\.un|il<'< of prions. Nanir ol> jr. ts tint wli'iw thf iixc of the ohloni* Draw to wale tlic rli-vatMiti of oiif of -^ the wiiulnws «if till- 1" li'iul riM>tn. Uritw ub|cct« like tlie prism r r IV I V :^ J ' \ T V '!N ^^ r V \V0 .41 X '\ii^- ■4-1^ v T.% fO Pn* the he.-i(l, clothing, etc. .Suggest tin- miiline by Ht>Hight linv* Collect pictures cif itcriMHiit und c(»py mhiic of them. *. H fi^ / -- f I. 1 •# - I f « Draw a birbin. NumeltirHit thnt urc cmnmoii where Niime binU jhiiiikre helpful ;«ii<< th09f> that are Draw a robin'B nest \- cii. TM* ii M pictili Hi I " r. Wh»l iIm they ral> lu crop*. . - -*> 4 j^^S *J (Jr. ■'•■4f*:V, .-'*'' -A^ ^IjSi ■ . V r ^^- .«. .# (»•#.■ /?;,^'#r*. If*irt:f, (■lf»i(«ai««Mf;sB V » vltI1"w i.r ilic \iK- and as the I.oi'i w/tter-shoii'v ;i!>.-r' ilii- <,vernnu', ti'i- ]>' hisnriant |.;r"\\lli (if lilii-S w.i; ;i!\\,i\ ; |V:".. Then the 1/ .t\i,-; ',\_,i'; .i m nihol ,4" |)''.-iiu , mI I! i -tic of I'".L;yiiti.in orii.mu'iit ;jiu,l is fov.iK! i v:\ various ve-ist'N, ftl'o" oni tiMii'is and iiiuiniiv . a Slid and fiuwrr Wire u i-d oii tfni;)]i":s ar.d > iij; , t- aiilvity, and lite, ll.i-y. vc;" d-a'.Mi in I h.- natm ,.| ] tombs and nuiiiun;.' i.c-es in tin; hnri/'mtai imUi' down I aiii/i-,n^ ,ij^fg(l.ituV Uwi /^C"'vC^k< •VF-'Ji!»^v^^*^V-5»%K'"'^''^''' "' ''^'- '''il'iiette or A 'fitlH-/rti*W." , 'T1v-<.;' »latioll^^fjJ>ied it fiom, the bi^'>plians but l'^ the.m ith.ul no significande be) ond it.s beauty of form. " . ~ ■ ■ r ■' PIW^ • ' • ' " * t *. ■- ■ > ■ ♦ ■ ., ,« -: « ' ■^ \r*r • m p ' ■' A ■ "\. ' V ■ ■<*«:.. '■ —'. • .1::, ■'irk Tfm ^s^. ^ I I u\> *> /y