from their Lending Library for Teachers In Three Parts. Royal 4to. Price 1s. 6d. each THE FIRST ELEMENTS OF SCIENCE ARRANGED AS OBSERVATION LESSONS AND CORRELATED WITH DRAWING WRITTEN BY GEORGE RICKS, B.SC., LONDON INSPECTOR OF SCHOOLS, SCHOOL BOARD FOR LONDON ILLUSTRATED BY ALFRED WILKINSON, ART MASTER SUPERINTENDENT OF DRAWING, SCHOOL BOARD FOR LONDON London MACMILLAN AND CO., LIMITED NEW YORK: THE MACMILLAN COMPANY We may roughly classify objects for Object Lessons in order of suitability and fitness. (1.) Such objects as can be provided readily and cheaply, in sufficient quantity to be distributed to all the members of the class, which can be handled and experimented upon if necessary, and which lend themselves to good Drawing or Modelling Lessons-such as leaves, flowers, fruits, plants, parts of animals, and common objects. (2.) Such objects as can constantly be seen outside the school-room, but which cannot conveniently be brought iuside--such as the most common domestic animals, fish used for food, spiders, bees, butterflies, atmospheric phenomena, etc. (3.) Such as can be illustrated only by the lantern or by pictures. The illustrations are primarily intended for the use of the teacher. Enlargements should be drawn on the blackboard. If the teacher can sketch then rapidly from memory during the lesson so much the better; if not, they should be carefully copied before the lesson is given. The course to be followed by the children is to draw from the teacher's copy, and thus get a general idea as to how the form should be expressed on paper. They should then draw from the objects themselves; and, lastly, they should sketch the forms from memory. The earlier attempts of the children at sketching will not commend themselves to the eye of the teacher; they will probably be crude and inaccurate and altogether inartistic. This, however, is no cause for discouragement. If the sketches show that reasonable effort has been made to observe accurately, their purpose has been served: for, in Observation Lessons, Drawing, as we have already stated, is introduced not so much for its own sake as for the help it affords in forming the habit of close and accurate observation. Hints are given here and there as to what may possibly form good subjects for sketching; they must be taken merely as hints; the teacher must, after all, suit the work to the abilities and capacities of the children under his care. CONTENTS OF PART I. Lessons I. and II. Leaves. I.-Lesson III. Cork. I.-Lesson IV. Lesson XVI. The Cocoa-Nut.-Lesson XVII. Garden-Spider's XXIII. Sugar.-Lessons XXIV.-XXVI. The Cat.-Lesson CONTENTS OF PART II. INTRODUCTION.-Lesson I. The Daffodil.-Lesson II. Water Vapour. Poppy.-Lesson XI. An insect.-Lesson XII. Camphor.- Lesson XXVIII. Corn Grains.- Lesson XXIX. Corn Growth.— CONTENTS OF PART III. INTRODUCTION.-Lesson I. Leaf Buds. A Lesson for the Spring.Lessons II. and III. A Flat Fish. The Plaice.-Lesson IV. The Honey-suckle.-Lesson V. and VI. India-rubber.-Lesson VII. The Apple.-Lessons VIII. and IX. Gutta-Percha.-Lesson X. Dandelion.-Lessons XI. and XII. About Common Metals.Lesson XIII. The Ivy Plant. A Winter Lesson.-Lesson XIV. Gold and Silver.-Lesson XV. Iron.-Lesson XVI. The ScarletRunner. Growth.-Lesson XVII. Copper.-Lesson XVIII. Lead.-Lessons XIX. and XX. Beaks of Birds.-Lesson XXI. Tin and Zinc.-Lessons XXII. and XXIII. The Legs and Feet of Birds.-Lesson XXIV. Mercury or Quicksilver.-Lesson XXV. Tongues and their Uses.-Lessons XXVI. and XXVII. Matches. -Lesson XXVIII. The Sheep.-Lesson XXIX. and XXX. Effect of Heat on Bodies.-Lesson XXXI. Butterflies and Moths. -Lesson XXXII. Water.-Lesson XXXIII. The Bee.-Lesson XXXIV. Air. A Gas. Educational Times.—“This is a very careful and artistic, and, at the same time, a very simple and graphic, series of picture lessons, calculated, as the title sets forth, to combine first instruction in natural science with the training of observation and the practice of freehand drawing. The illustrations are drawn in white outline on a black ground, and they are quite large and clear enough for blackboard and class work. The text is concise, and will help the teacher to make useful and interesting lessons." Please name the book required Books I.-IV., 4d. each; Books V. and VI., 5d. each MACMILLAN'S Brush Work Copy Books DESIGNED AND ARRANGED BY A. R. CARTWRIGHT AND F. C. PROCTOR London MACMILLAN AND CO., LIMITED NEW YORK: THE MACMILLAN COMPANY CONTENTS Book 1. Simple brush forms, the straight line and the curve; 2. Simple brush forms, simple semi-natural forms; 3. Combinations of previous elements, the spiral, simple leaf and flower forms; 4. Conventional designs, natural plant forms; 5. The same, more difficult forms; 6. Free brush drawing, balance, outlining. This series of Copy Books is intended to provide suitable training in the drawing of masses, in spacing, and in balance, no less than to exercise that useful accuracy of line which is an essential in all freehand work. Each element can and should be done with one stroke of the brush, and (with the exception of a few of the more advanced copies) there is no necessity for outlining and "filling in.". This feature is especially valuable in causing children to thoroughly observe and retain with the eye the form to be reproduced, without that halting and "harking back" to the copy which bring about patchy and otherwise unsatisfactory work. The examples are carefully graduated and the various elements are gradually combined into symmetrical or balanced figures. This graduation makes the series suited to the use of the average pupil (as tested in the authors' experience) while the later examples in every book are sufficiently difficult to try the mettle of the most able. The rudiments of design are gradually taught throughout the series, and every right-hand page in the Copy Books may be used for original designs by the class (either collectively or individually) or for further practice of the copies. In schools where brush work is being adopted for the first time, the use of Books I. and II. throughout is recommended for the first year, more advanced books being introduced according to the progress made. book from their Lending Library for Teachers A COMPLETE Perspective Course SPECIALLY ADAPTED FOR SELF-TUITION INCLUDING PROJECTION OF SHADOWS AND REFLECTIONS PRACTICAL HINTS FOR SKETCHING, AND METHODS FOR CORRECTING PHOTOGRAPHIC DISTORTION BY J. HUMPHREY SPANTON GOLD MEDALLIST OF THE ROYAL ACADEMY INSTRUCTOR IN DRAWING TO THE NAVAL CADETS London MACMILLAN AND CO., LIMITED NEW YORK: THE MACMILLAN COMPANY PREFACE THE Author, in introducing this work to the public, feels that, notwithstanding the many books on the subject already existing, there is still room for one that comprises the whole course of Perspective treated in a comprehensive manner, with the allied subjects of Projection of Shadows and Reflections. The Art of Perspective is one in which the Author has had many years' experience, both as a teacher as well as in its practical application; he consquently feels that he is not unqualified to deal with this subject in all its branches. |