Geometry
1 (Euclid I. 5.) Scene, an Isosceles triangle. Enter the two angles at the base. They build a bridge of asses. (This is unnecessary, but usual.) They have a tug-of-war. Neither can move the other. Therefore they are equal.
2 (Euclid I. 20.) Scene, a Triangle. Enter the three sides. Two of these are carrying a large grater. They are therefore greater than the other side.
3 (Euclid I. 46.) Enter a Policeman, model of rectitude, representing a given straight line. His hollowed rearward hand receives a coin. He is squared.
4 (Euclid I. 47.) Scene, a right-angled Triangle. Enter A.B., an hypotenuse. He makes his claim. Enter two other sides, Jachin and Boaz. They square up. A.B. knocks both down, proving that he is equal to both of them together.
PREFACE[C]
The object of this book is to show the educational possibilities of the Kinematograph, as applied to almost any subject. It does not pretend to exhaustiveness, though it will be found somewhat exhausting. Several examples are given of the way in which pedagogic methods should be used, though many matters have been left severely alone.
“The way in which pedagogic methods should be used.”
Before a child walks unaided, he runs. Before he runs he crawls. Let him therefore crawl through his Kinematic Alphabet (omitted from this book) before proceeding to the abstruser Kinematic Nursery Rhymes (which will give him a good groundwork in Kinematic Law). Thence he will skim through Kinematic Languages, Kinematic Mathematics, and certain Kinematic Sciences; and so on to Kinematic Art, Kinematic Politics, and Kinematic Medicine (which form the subject of a separate work).[D]
[C] Apparently misplaced.
[D] See Vol. II. of this work, “The Donkimatograph,” by Pr. Apsnot.