Correlated courses in woodwork and mechanical drawing

by Ira Samuel Griffith

HIGH SCHOOL

(Time: ³⁄₄ hour per day for 18 weeks. Freehand Drawing and Design, ³⁄₄ hour per day, 18 weeks.)

Lesson I. (33⁄4 hours.)
Lettering	“Problems in Mechanical Drawing” Group IX.
Lesson II.
Working drawings	India stool, etc. See Woodwork Group IX.
Lesson III.
Working drawings continued	As above.
Lesson IV.
Stock bills Material costs figured	As above.
Lesson V.
Inking Straight lines	“Problems in Mechanical Drawing” Group I.
Lesson VI.
Inking, continued, Circles	“Problems in Mechanical Drawing” Group II.
Lesson VII.
Inking, continued, Tangents	“Problems in Mechanical Drawing” Group III.
Lesson VIII.
Inking, continued, Views	“Problems in Mechanical Drawing” Group IV.
Lessons IX and X.
Revolution of solids	“Problems in Mechanical Drawing” Group V.
Lessons XI and XII.
Development of prisms and pyramids	“Problems in Mechanical Drawing” Group VI.
Lessons XIII and XIV.
Development of cylinders and cones	“Problems in Mechanical Drawing” Group VII.
Lessons XV and XVI.
Intersections	“Problems in Mechanical Drawing” Group VIII.
Lessons XVII and XVIII.
Isometric	“Problems in Mechanical Drawing” Group XI.

Discussion of Drawing Course.

The course in mechanical drawing, like that in woodworking, is arranged in groups according to the principles to be developed. The arguments for the group system in woodworking apply equally to the group system in mechanical drawing.

There has been an aim to correlate the woodworking and mechanical drawing just as far as the logical presentation of each would allow. From the concrete and near by to the more general has been the guiding principle in laying out the course in mechanical drawing as well as in woodwork. For this reason the seventh grade problems in woodwork have been utilized to introduce the elementary principles in mechanical drawing. Even as the pupils of our primary schools learn to read without being conscious of the “dry bones” of language and spelling back of it, so, in the teaching of mechanical drawing, the aim is to arouse in the beginner an interest in the ability to draw and to read drawings, as an accomplishment, and to inspire him to work, because he sees that there is something he needs, wants, and must have.

Little or no effort is made in seventh grade drawing to develop originality. Almost all effort is spent in developing a drawing technique and a good style. Most all of the pupils’ drawings are made with plates before them. These they copy, using a different scale, however. To encourage the pupils to establish a high standard these drawings have been inked by a draftsman selected because of his excellence in this line of work.

The drawing of the grammar schools in most places is best taught by the instructor in woodwork. Extreme care should be taken to see that the pupils are given the correct method of attack in making a drawing. They should be made to follow this instruction just as conscientiously as they are required to attempt correct execution in woodwork. In drawing, as in woodwork, slovenly habits come handier to some pupils, and, if allowed to become fixed, they will cause sorrow to the pupil and misunderstanding later on. In the very first drawing, for example, and all others, insist on having lightly penciled blocking out lines of indefinite length—lines that are just visible, that is all. Do not allow the pupil to form the habit of drawing a heavy line between two points previously located. It is needless to say that the pencil must be of good lead, properly sharpened, and kept sharp. It is an excellent plan to insist that all construction or blocking out lines be left just as originally drawn, no eraser being used at all. If lightly made, as they should be, they will be inconspicuous in the finished drawing. They will be proof positive that the method of procedure has been the correct one, will save the pupil’s time, and give him a lightness of touch that will come in to excellent advantage later on. After the drawing has been laid out in light lines and inspected by the teacher, the lines that represent outlines of the object can be gone over a second time and made to stand out.

By the close of the seventh grade a boy ought to be able to read and to construct simple working drawings of three views properly related. He will have had all of the simple conventions and should know them by name with their meanings. While inking is not given a place in either seventh or eighth grade, the drawings should show a good finish in penciling and there should be no habits formed that will have to be overcome later.

In eighth grade mechanical drawing, the first four groups review the principles introduced in the seventh grade. They are in the form of problems to be solved, however, and thus necessitate thought on the part of the pupil.