Introduction

A '^ YlLLAGG ^IKU FOR dmmmQ add UJooD-C^ARVinG. Gertrude Martineau BOUGHT WITH THE INCOM:^ FROM THE SAGE ENDOWMENT FUND THE GIFT OF fienrg W. Sage 1S91 ^-^ 'wim *iii'iiteiiS!?ii5?j9.';..''"'�''"g and wood car ^^^4 031 259 579 o.in,an? The original of tliis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31 924031 259579 A VILLAGE CLASS FOB DEAWIM AND WOOD OARYING HINTS TO TEACHERS BY GEETKUDE MAETINEAU LONDON LONGMANS, GEEEN, AND CO. AND NEW YOEK : 16 EAST IBI" STREET 1891 All rights reserved PEINT35D BY BPOTnSWOODE AND CO., NEW-STHEET SQUABE LONDOS CONTENTS, DRAWING. .....;,. Hints on CoNDuoTiNa Class PAQH 1 ........ 9 TwENTT-FOUK Specimen Lessons 10 Patteens to Copy 58 Patterns id Copy and Complete on Dhtekent Scales . . . 61 Additional Dbawinos eoe Lessons 68 Memoby Dbawinos 90 Adaptation to qiven Spaces 93 WOOD-CARVING. Hints on CoNDUoiiNa Class 98 Blementaey CAETiua Patteens 102 -- DEAWING AND WOOD-OAEYING DRAWING. HINTS ON CONDUCTING CLASS. DuEiNG a residence of some months in a country parish in Scotland I started, with the help of my sister, an evening class for drawing and wood-carving ; and it has occurred to me that a record of what we did might be useful to others willing and able to conduct such a class if they had a handbook to suggest a plan of work. The laird kindly gave the use of a room which had been the village school before a new building had been set up by the School Board. Some old tables and forms were borrowed, until, after a year or two, by means of a ' Penny Beading,' sufficient funds were raised to have two excellent steady tables made by a village carpenter. Private friends, who found the class already started, came forward most willingly with donations to help in the first outlay. The following things were needed for the start : Tables or desks. Seats. Blackboard (or 2). Basel (or 2). T Long square ruler. Chalk. Compasses for blackboard. Small compasses. Pencils. Eulers. Drawing-books. India-rubber. [Set-squares.] Copies for home use. The intended class having been announced by written placards at the post office and the railway station, and on a few 2 DEAWTNG AST) -WOOD-CAEVING prominent walls, gates, and trees about the district, and also by the minister in the church, the class began. The attendance began timidly, but soon increased ; and though, owing to a sparse and scattered population, it was never large, it was sufficient to show a very strong interest ; and the class has continued steadily for four summers. If it could be held ia the winter the attendance would be much larger and more regular, as" long days and influx of visitors, and the busy farm season, keep the country workers engaged late in the evenings, and often prevent them attending or being regular at a summer class. The age mentioned for the pupils was over 13, and during the first season this was adhered to ; but as the class did not prove to be over-full it was found possible to make exceptions, and a few children were admitted under 13, whose parents expressed a strong wish for them to join. As it was very desirable that those who wished to learn carving should have some notion of drawing, and as there was no drawing taught in the village, even in the school, the carving was not mentioned till half the season had passed in drawing. When carving was proposed, it was heartily taken up by several members of the class, and has been very successfully carried on by these ever since, as also by a good many other pupils who began later. The details of the carving arrangements will be found at pp. 98-101. Simple exercises in Practical Geometry have been found exceedingly useful, as conducing to exactness of eye and hand and neatness of execution, also as helping in the understanding of expressions used in criticising the drawings. Further, they are specially valuable for carvers. The elementary terms of geometry were explained, and then frequently used, so that they might become familiar. The figures were constructed on the blackboard, in sight of the pupils, till the modes of construction were somewhat understood ; then a geometrical pattern was often put upon the board before the lesson, and the pupils were helped at the lesson to find out how it was made and to copy it. It was HINTS ON CONDUCTING CLASS 3 surprising how much they cared about this part of the lesson, and how sharp and bright they were about it. The eyes positively gUstened when the pupils were told to take their compasses and rulers. In taking a walk one Sunday I found, drawn with a stick in the dust of the road, the geometrical problem which had been part of the lesson on the previous Friday evening. When one lad left the neighbourhood to go and learn gardening, his mother told me that the young pupils had given them, for a lesson, to lay out a plan for a garden, and that, owtag to the geometry he had learnt in his class at home, amongst the plans ' Sandy's was choosed.' I caimot speak too strongly of my behef in the value of geometrical drawing, or of the charm it has for such pupils. The neat little instruments, the care they need, the wellsharpened pencils, and the delicacy and neatness needed in the construction of the figures, are quite an education in themselves, and the symmetry of the figures made with them is the best possible training for eye and hand. Give a pupil a geometrical figure to construct, or to copy, and let him find that, for want of skill and perfect exactness, his square is a rhombus, and his hexagon in a circle leaves a bit of space to spare, and it is as if scales had fallen from his eyes, and he is all eagerness to try again. For the carvers, some knowledge of geometry is almost indispensable for the proper setting of their patterns on the wood, even if they do not get beyond this, and learn to plan, design, or adapt their own patterns. Compasses, rulers, set-squares, &o., were lent round to the pupils who did not possess them, at the lesson; but it is well to encourage them to buy these for themselves, in order that the problems may be practised at home, and thus much more thoroughly mastered. Good compasses (to hold ordinary pencils) can be had for 5d. a pair at the Educational Supply Association, Holborn Viaduct, London, W.C. ; also rulers marked with inches (and these divided into 8ths), price 9d. per dozen ; and set-squares about the same price. (All other materials at the same place.) In thus strongly advising the use of practical geometry, I B2 4 DRAWIN& AND WOOD-CARVING would also call attention to the twenty-four specimen lessons given on pp. 10-57, and show that I would not use it to the exclusion of other drawing, but side by side with it. I have tried in each lesson to give both freehand or object drawing and geometrical drawing. In every case of symmetrical objects the teacher should insist on the guiding lines being carefully drawn, especially the middle hne. It is weU for the pupU to draw these by hand, without using the ruler. The drawings should not be made either very large or very small : in the first case the difiSculties are much greater to inexperienced hands, and in the second case the tendency is to cramp the hand and induce niggling. As a rule, two objects should be drawn on one page of the penny books, and the geometrical problems should occupy about the same space. It is not expected that the whole of any of the specimen lessons should be given in one evening : they afford too much material, as a rule, to be well learnt in one lesson ; but are offered as suggestions merely, which, with the supplementary matter which comes after, and a handbook of geometry, &c., may serve as hints from which the teacher may make up lessons suitable to his special class. The questions, also, are not intended to be exhaustive, but are examples of the way in which to awaken interest, and test understanding, and keep aUve memory of former lessons. Such questioning is an invaluable element in the teaching, not only for the direct benefit of the pupil, but also for the teacher; showing him where the lessons have been under- stood, and where he must supplement or renew them. The pupils were at first extremely shy of speaking, and not even a whisker could be got in answer to questions ; so that I had to give the answers as well as ask the questions ; but, from the first, intelligent interest shone in the attentive faces, and by degrees overcame even the agricultural slowness of speech. A murmured answer at length broke the charm, from the lips of one bolder or more eager than the rest ; and a little encouragement, or a little joke, which sent a laugh round -- HINTS ON CONDUCTING CLASS 5 the class, gradually broke down the silence. After that the pupils became eager to answer. my !Por own part, I have found it absolutely indispensable, for freedom in conducting each lesson, to be thoroughly well prepared beforehand, and to know by heart every particular of what I am intending to teach. I drew out on a piece of paper, for reference at the time, all the proposed lesson, had the geometry well in my head, and thought out the questions to be asked and remarks to be made. The object or freehand drawings I drew on the board beforehand, so as to be ready for the pupils to start at once on entering the room. I could then go round to each, and correct the home work, whilst all the others began their drawings without loss of time. Suggestions will also be found for home work, at the foot of each specimen lesson. The pupils were encouraged to copy from the real objects such ordinary household utensils, &c., as are found named on