is linked with such exercises the rudiments of drawing."

In the first instance, a child's notions of form are vague and general, and it requires a careful education, both of the eye and hand,* to discipline such notions into correct ideas. It is not the design of this work to direct the education of the eye;-there are already to be found exercises well calculated to effect such an object in some of the publications of the Home and Colonial Infant School Society; and in other works. The following may be mentioned :Graduated Course of Instruction (in sheets), No.

IV.

:

"The Model School, Juvenile Section."+ Graduated Course of Instruction for Infant Schools (stitched), pp. 15 to 24; and 27 to 31.

Model Lessons for Infant Schools, Part II, p.

133-145.

The chief object of this work is to discipline the hand, and the means to be employed for that purpose is the delineation of form. But before any attempt at such delineation can be made with success, the pupil must be taught to sit properly at the desk, and to hold his pencil and slate or paper conveniently for

use.

* See a Preface, by G. Wallis, to the Author's "Diagrams Illustrative of

Form."

+ Sold at the Depôt of the Home and Colonial Infant School Society,

Gray's Inn Road, London.

Seeley and Burnside, Fleet-street, London.

The following rules will suggest the principal subjects which here require the teachers' attention.

RULES FOR POSITION.

1. The slate or paper is placed exactly parallel with the edge of the desk.

2. The pupil sits nearly upright;-his left side inclining a little towards the desk ;-his distance from the desk is sufficient to allow the free movement of his right hand and arm.

3. The left arm is in a line with the bottom edge of the slate or paper;-the left hand is open, the fingers pressing upon the slate or paper to keep it steady; the shoulders are of equal height.

4. The right elbow is brought nearly to the side;and the right hand pressing lightly upon the slate or paper, is supported by the wrist and the little finger.

5. The legs are stretched out a little towards the right-the right foot is somewhat in advance of the left;-the feet rest upon a foot-bar attached to the desk, or on the floor.

6. The pencil is held loosely but steadily between the thumb and the first and second finger;-the distance between the thumb and the point of the pencil is about one inch or one inch and a-half.

7. The top of the pencil points towards the shoulder.

The pupil should be exercised in POSITION, under the direction of the MASTER or MISTRESS, previously to commencing the delineation of form.

TO DIRECT THE FIRST EFFORTS of children in describing a STRAIGHT LINE.

1. It is recommended that efforts of this kind should be superintended by an efficient teacher; and, if possible, by the MASTER or MISTRESS of the school. It must be remembered that more tact and skill are generally required in teaching, with effect, the first elements of any subject to a child, than in directing all his subsequent studies to the most prosperous issue.

2. Elementary instruction in drawing straight lines should be given individually,-not collectively. The ordinary weekly influx of new scholars into a school is not very great, and hence it is not generally impracticable to form small classes for such instruction. The number of children in each class should not exceed six, and during the time of instruction they should sit at or near the teacher's table; or at such desks as are conveniently arranged for the teacher to watch over their exercises.

3. In this, as in every other study, a child will make little progress unless he is conscious of receiving a fair share of the teacher's attention. A short lesson, in which the energies of the teacher are ex

B

clusively devoted to the subject of instruction, will always be more effectual than a long lesson disturbed by interruptions.

CHAPTER IV.

TO DRAW A STRAIGHT LINE.

EXAMPLE.

The children are to be seated as described in THE

PRECEDING CHAPTER.

INSTRUCTION.-Let the teacher make two dots upon the slate or paper of each pupil at about an inch apart, in a horizontal direction; as in the above example.

EXERCISES.-1. Let the children join these dots by a straight line drawn from one dot to the other.

2. Subsequently-the children may mark the dots for themselves; joining them as before, under the teacher's superintendence.

EXPLANATION.-1. The lines in this exercise are drawn in a horizontal* direction.

2. A right line is another name for a straight line.

DEFINITION. .-"A right line is that which lies evenly between its extreme points."

The pupils may be questioned on the Explanations and Definition.

NOTE.-The teacher must use his discretion as to the number of times these exercises are repeated; also as to giving the DEFINITIONS. The definitions are appended to this and the subsequent exercises, with a view to supply what some teachers might consider a defect, had they been omitted.

CHAPTER V.

To draw STRAIGHT LINES in various directions.

EXAMPLE I.

INSTRUCTION.-1. The teacher marks the dots for two straight lines to meet and terminate in one point: taking care that one of the lines shall be horizontal.

It is scarcely worth while to explain to children, in elementary lessons, that horizontal lines are "lines parallel to the surface of still water." It is sufficient to explain that lines are said to be horizontal when they are parallel to the top or bottom edges of a slate,-the more correct explanation may follow at another time.