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 DEPARTMENT OF EDUCATION 
 THE CITY OF NEW YORK 
 
 THE 
 
 Manual Training Schedule 
 
 SUGGESTED EXERCISES IN DRAWING 
 CONSTRUCTIVE WORK AND DESIGN 
 
 FOR ALL GRADES 
 
 IN THE 
 
 PUBLIC SCHOOLS 
 
 OF THE 
 
 BOROUGHS OF MANHATTAN AND THE BRONX 
 NEW YORK CITY 
 
 WILLIAM H. MAXWELL, City Superintendent 
 
 JAMES P. HANEY, Director of Manual Training 
 
 NEW YORK 
 DEPARTMENT OF EDUCATION, 500 PARK AVE.
 
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 Lssued Oct., 1Q02.
 
 Suggested Kxercises in Drawing, Constructive Work and Design. 
 
 GRADE I A. 
 
 Total time per week i8o minutes, to be divided into five periods of appropriate 
 length, for lessons on Drills, Object Drawing, Illustrative Drawing, Color and 
 Design and Constructive Work. 
 
 For Half Da}^ Classes : the lessons on Object Drawing and Constructive Work 
 are suggested. 
 
 LINE DRILLS. — A lesson on drills should be given the day before each les- 
 son in Object Drawing. Backward pupils should practice these drills upon the 
 blackboard. 
 
 Aim to secure in this practice, correct pencil holding:, flexible wrist and free 
 arm movement. 
 
 For the last five weeks a lesson on plant form drawing should be substituted 
 for the drill lesson. 
 
 OBJECT DRAWING LESSONS.— One Lesson Each Week. 
 
 Aim to secure large drawings, centrally placed. Emphasize proper pencil 
 holding: and free arm movement. 
 
 In plant form drawing aim at true direction of line and Shape of mass. Lise 
 .-.olor where possible. 
 
 In Object Drawing, use crayon or pencil ; in Plant Form drawing, crayon, 
 chalk, charcoal or brush. 
 
 1. Drill on horizontal lines. 4. Straight line object, as window 
 
 2. Drill on vertical and horizontal 
 
 lines. ^, , , . . . 
 
 5. Oblong object, as picture frame or 
 
 3. Square object, as handkerchief. flag. 
 
 Issued Feb. 1903. Dept. of Education, N. Y. C.
 
 6. Vegetable or fruit in mass. 
 
 7. Triangular object, as ccxrked hat. 
 
 8. Triangular object, as pennant. 
 
 9. Circular object, as hoop. 
 
 10. Circular object, as fan. 
 
 11. Splierical object, as ball or orange. 
 
 12. Vegetable or fruit in mass. 
 
 13. Flat object, as slate or shovel, 
 
 or 
 Vegetable or fruit in mass. 
 
 14. Line Drill : grass strokes. 
 
 15. Plant form, as grasses. 
 
 16. Grasses in mass or simple leaf in 
 
 outline. 
 
 17. Simple flowers in mass, 
 or large leaf in outline. 
 
 ILLUSTRATIVE DRAWING.— A lesson each week as appropriate oppor- 
 tunity offers, in connection with language Work (Poems, Stories, etc.). Nature 
 Study (Plants, Animals, Natural Phenomena, etc.). Individual Experiences 
 (Occupations, Games, Holidays, etc.). 
 
 Aim to secure clear, simple, expressive drawings, telling the story in tlie 
 child's way. Suppress details and develop idea of proportion. Have no copying.
 
 LESSONS ON CONSTRUCTION, COLOR .AND DESIGN. 
 
 Two Lessons Each Week. 
 
 CONSTRUCTION.— Aim to develop skill and neatness in the making of 
 forms representing familiar objects. . 
 
 DESIGN. — Aim to secure regularity in spacing:, size and arrangement, in the 
 repetition of simple units, used as decorations on constructed and other forms. 
 
 COLOR. — Aim to develop reco§:nition of the six standard colors, as they 
 appear apart and in the study of color in nature, design and construction. 
 
 In the following lessons the exercises are suggested by the seasons, holidays 
 and pupils' interests. Other forms than those indicated may be substituted after 
 consultation with the Special Teacher. 
 
 Use paper, sticks, raffia or other appropriate material. 
 
 1. Spectrum presented; lesson on 
 
 choice of color. 
 
 2. Fold book, or make simple object 
 
 on desk, as sled or shovel 
 (sticks). 
 
 3. Fold sled, or make car, wagon, 
 
 cabin (sticks or sticks and tab- 
 lets). 
 
 4. Color families — connect with colors 
 
 in fruits, vegetables, and textiles. 
 
 5. Fold window with shutters, or 
 
 make simple object, as dish, 
 stove, broom (sticks and tab- 
 lets). 
 
 6. Spectrum laid by relation. Con- 
 
 nect with colors in fruits, veg- 
 etables and textiles. 
 
 7. Fold boat or hat_, or make cart, lad- 
 
 der or hatchet (sticks and tab- 
 lets). 
 
 8. Study of standard color chosen by 
 
 class. 
 
 9. Fold kite, or make railroad or trol- 
 
 ley car (sticks and tablets). 
 
 10. Design — Lay on desk, border of 
 
 circular tablets. 
 
 11. Lay on desk border of square tab- 
 
 lets. 
 
 12. Study color nearest related to color 
 
 studied 8tli lesson. 
 
 13. Lay on desk original borders of tab- 
 
 lets (any shape). 
 
 14. Practice drawing original borders: 
 
 spots of different shapes.
 
 15- Practice drawing original borders: 
 spots or short lines. 
 
 1 6. Fold form, as Easter card or cnvel- 
 
 0|>c and decorate (original bor^- 
 der of spots or linc^V 
 
 17. Study standard color nearest re- 
 
 lated to color studied 12th lesson. 
 
 ift. Fold form, as umbrella or seed box, 
 
 or 
 Make rake, shovel, etc. (sticks 
 
 and tablets). 
 
 Ill I'rarticc drawing borders of lines 
 r spots froni dictation and copy. 
 
 20. Practice drawing oricin.nl borders, 
 
 lines or spots. 
 
 21. Make and decorate form, as picture 
 
 frame or booklet for pictures 
 (original Ixirder, lines or 
 spots). 
 
 22. Study standard color nearest re- 
 
 lated to color studied 17th les- 
 son. 
 
 23. Free cutting or tearing: practice 
 
 cutting or tearing straight or 
 curved lines, or 
 Fold tent. 
 
 24. Free cutting or tearincr: fringe for 
 
 May pole or cut or tear, tree or 
 
 leaf or boat, or 
 
 Fold fonii, as wall pocket. 
 
 25. Free cutting or tearing: leaves or 
 
 vegetable form, or 
 Fold flower basket. 
 
 26. Make form, as chains for May pole, 
 or 
 
 Free cutting or tearing: basket, 
 boat, etc., or 
 Fold tent. 
 
 2~. Study slaiulard color nearest re- 
 lated to color studied 22d lesson. 
 
 jS l'"rcc cutting or tearing; leaf, liird 
 fontj, etc., or 
 I'old boat with sail. 
 
 JO. Make lorni f<> W <lecoratcd, as fan. 
 
 ju. rraciice drawing original borders, 
 lines or spots, for decoration for 
 form made 29th lesson. 
 
 31. I )ccorate form made 29th lesson : 
 
 original border lines or spots. 
 
 32. Fold form as chicken coop, or make 
 
 flag, or 
 
 Free cutting or tearing: pail, 
 
 shovel, etc. 
 
 2)1. I'^old form, as barn 
 or 
 
 Free cutting or tearing: car, 
 wagon, etc. 
 
 34. Study standard color nearest re- 
 lated to color studied 27th lesson.
 
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 IssiseO Oct.. tgoz.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE IB. 
 
 Total time per week i8o minutes, to be divided into five periods of appropriate 
 length, for lessons on Drills, Object Drawing, Illustrative Drawing-, Color and 
 Design and Constructive Work. 
 
 For Half Day Classes : the lessons in Object Drawing and Constructive Work 
 are suggested. 
 
 LINE DRILLS. — A lesson on drills should be given the day before each 
 lesson in Object Drawing. Backward pupils should practice these drills upon the 
 blackboard. 
 
 Aim to secure in this practice, correct pencil holding:, flexible wrist and free 
 arm movement. 
 
 For the last five weeks a lesson on plant form drawing should be substituted 
 for the drill lesson. 
 
 OBJECT DRAWING LESSONS.— One Lesson Each Week. 
 
 Aim to secure larg^e drawings centrally placed. Emphasize proper pencil 
 holding: and free arm movement. 
 
 In plant form drawing aim at true direction of line and Shape of mass. Use 
 color where possible. 
 
 In Object Drawing, use crayon or pencil; in Plant Form drawing, crayon, 
 chalk, charcoal or brush. 
 
 1. Drill on straight lines. 3. Oblong object, as flag with diag- 
 
 onals. 
 
 2. Square object, as handkerchief. 4. Oblong object, as envelope. 
 
 Issued Feb. 1903. Dept. of Education, N. Y. C.
 
 5- Oblong object, as storm flag, with 
 ball. 
 
 6. Triangular object, as pennant, with 
 
 ball, or 
 
 \'...r.>f it.i.- .,r fruit f. >nn in mass. 
 
 7. |-i.it <>i»jr»t, .IS uuiinond-shapcfi 
 
 kite, or 
 
 Vegetable or fruit form in mass. 
 
 8.9. Circular object, as hoop, plate, 
 fan. 
 
 10. Semi-circular object, as fan, or 
 Wgetable or fruit in mass. 
 
 1 1. Flat object, with handle, as beach or 
 
 other shovel, or numeral frame. 
 
 12. Flat object, as square storm flag, 
 
 with square in the center. 
 
 13. Plant form, as grasses, or vegetable 
 
 in mass. 
 
 14. Plant form, as grasses, in mass, or 
 
 simple leaf in outline. 
 
 15. Plant form, as grasses, in mass, or 
 
 simple leaf in outline. 
 
 16. 17. Grasses, or simple flower in 
 
 mass, or leaf in outline. 
 
 ILLl'STRATIVE DRAW IX G. — A lesson each week as appropriate oppor- 
 tunity ofTcrs, in connection with Language Work (Poems, Stories, etc.), Nature 
 Study (Plants, Animals. Natural Phenomena, ctc.V Tmlivirlual Experiences 
 (Occupations, Games, Holidays, etc.). 
 
 Aim to secure clcnr, simple, expressive drawings, telling the story in the 
 child's way. Suppress details and develop idea of action and proportion. Have 
 no copying.
 
 LESSONS IN CONSTRUCTION, COLOR AND DESIGN. 
 
 Two Lessons Each Week. 
 
 CONSTRUCTION.— Aim to develop Skill and neatness in the making of 
 forms representing famiHar objects. 
 
 DESIGN. — In the decoration of constructed and otlier forms aim to secure 
 regularity in spacing: and arrangement of simple units, showing alternation of 
 position, form or size. 
 
 COLOR. — Aim to develop recognition of the six standard colors, as they 
 appear apart, and in the study of color in nature, design and construction. 
 
 In the following lessons the exercises are suggested by the seasons, holidays 
 and pupils' interests. Other forms than those indicated may be substituted after 
 consultation with the Special Teacher. 
 
 Use paper, sticks, raffia or other appropriate material. 
 
 1. Lay on desk_, dictated and original 7. Matching red and orange in fruits, 
 
 borders : two kinds of tablets. vegetables or textiles. 
 
 2. Practice drawing original borders : 8. Fold card basket, or make kite, or 
 
 spots of different shapes, or lines Free cutting : kite, top, etc. 
 
 ^ ■ 9. Practice drawing original borders 
 
 3. Make form^ as valentine, and deco- (lines and spots). 
 
 rate (original^ border spots and ^^ p^^^^j^^ ^^^^^.^^ ^^.^.^^^ ^^^^^^^ 
 
 (units showing combinations of 
 
 4. Lay spectrum (12 or 18 colors). two elements). 
 
 5. Fold window or hat, or n. Fold and decorate form, as envel- 
 
 Free cutting : straight and curved ope for weather record or for 
 
 lines. pictures (original border, lines 
 
 , ^ , , . . and spots), 
 o. rold picture frame^ or 
 
 Free cutting : hatchet, hat, gun, 12. Fold crown or windmill, or 
 
 drum, etc. Free cutting : fruit or vegetable.
 
 13. Review yellow and green in nature 24. Decorate form made 22nd lesson 
 
 and textiles. (original borders, lines and 
 
 14. Practice drawing original single 
 
 units (combinations of two ele- ^5. I-oUl handkerchief case, or make 
 
 ments— lines or spots) and prac- chicken coop or make May 
 
 ticc borders 
 
 wreaths, or 
 
 15. Practice original iH.r.uT- i luus .m-i Free cutting: leaves, tree, basket, 
 
 spots). etc. 
 
 n.. Fold and .R.-i.... .,uu,. ..> i.i>tcr ^^-^ F,,U1 table, chair or flower basket, or 
 
 card, booklet, or i-nvelnpr f„ritr- p^cc cutting: tree, house, etc. 
 inal border). 
 
 27. Matching colors in textiles or nat- 
 
 17. Fold tent or barn, or 
 
 ural forms. 
 Free cutting: fruit or vegetable. 
 
 18. Fold square tent, or umbrella, or ^8. Make form as picture mount, or fan. 
 
 Free cutting: umbrella or l)oot. ,,^ Practice original units (two ele- 
 
 ^"^' *^*'' ments— lines and spots). 
 
 19. Fold wall pocket No. i or seed box, 
 or 
 
 Free cutting: animal form, or 
 
 vegetable or fruit. 3i- Decorate form made 28th lesson: 
 
 2«). Review blue and violet in nature and original border. 
 
 textiles. 22. I-old sofa or make flag, or 
 
 -;i. 1 old wall iHH.kct, or Free cutting: animal form, flow- 
 Free cutting: rake, shovel, etc. cr, leaf, etc. 
 
 Like form to be decorated, as book- i^. T'old hanging basket, or 
 
 lot f.-r pl.ttirt-v Free cutting: animal form, ac- 
 
 .. 1 r I 1 t'on figure, etc. 
 
 null •iiLjiii.ii iHiKitTs (^imes and ** 
 
 spots) for decon.ii.m f.T t-,,mi 34. Matching colors in flowers, leaves, 
 
 made 22nd lesson etc. 
 
 30. Practice original borders, lines and 
 spots.
 
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 Issued Oct.. 1902.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 2A. 
 
 Total time per week i8o minutes, to be divided into five periods of appropriate 
 length for lessons on Drills, Object Drawing, Illustrative Drawing, Color and 
 Design and Constructive Work. 
 
 For Half Day Classes : the lessons in Object Drawing and Constructive Work 
 are suggested. 
 
 LINE DRILLS. — A lesson on drills should be given the day before each 
 lesson in Object Drawing. Backward pupils should practice these drills upon the 
 blackboard. 
 
 Aim to secure in this practice, correct pencil holdingf, flexible wrist and free 
 arm movement. 
 
 For the last five weeks a lesson on plant form drawing should be substituted 
 for the drill lesson. 
 
 OBJECT DRAWING LESSONS.— One Lesson Each Week. 
 
 Aim to secure proper pencil holding:, free arm movement, and drawings of 
 good size, well placed and proportioned. Cultivate power of making individual 
 judgments. 
 
 In plant form drawing aim to express growth. Secure true direction and 
 shape of mass. Use color where possible. 
 
 In Object Drawing, use crayon or pencil ; in Plant Form drawing, crayon, 
 chalk or brush. 
 
 1. Drill on vertical, horizontal and 3. Flat object, as swallow-tail pennant. 
 
 oblique lines. 
 
 2. Draw flat object, as banner. 4. Flat object, as round-top kite. 
 
 Issued Feb. 1903. Dept. of Edncation, X. Y. C.
 
 5- Vegetable or fruit form in mass. 
 
 6. Flat object, as shield. 
 
 7. Flat object, as dust pan. 
 
 8. Flat object, as chopper. 
 
 9. Vegetable or fruit fonn in mass. 
 
 10. Flat object, as circular fan. 
 
 11. Flat object, as semicircular fan. 
 
 12. Fl 
 
 as wliisk broom, or 
 • or fruit form in mass. 
 
 13. Draw grasses, or vegetable or fruit 
 
 form in mass. 
 
 14. Draw grasses. 
 
 15. Draw large simple leaf in outline or 
 
 flower in mass. 
 
 16. Large simple leaf in outline or flow- 
 
 er in mass. 
 
 17. Large simple leaf in outline or flow- 
 
 er in mass. 
 
 ILLUSTRATIVE DRAWING. — A lesson each week, as appropriate oppor- 
 tunity oflfers, in connection with Language Work (Poems, Stories, etc.), Nature 
 Study (Plants, Animals, Natural Phenomena, etc.), Individual Experiences (Oc- 
 cupations, Games, Holidays, etc.). 
 
 Aim to secure Clear, expressive drawings, with the story told by each pupil in 
 Individual manner. Luiphasize proportion and action. Develop power of express- 
 mg distance. Practice on elements may be given but no illustration is to l)e copied.
 
 LESSONS IN CONSTRUCTION, COLOR AND DESIGN. 
 
 Two Lessons Each Week. 
 
 CONSTRUCTION. — In making forms rising from the chikl's interests in 
 his surroundings, aim to secure neatness and dexterity in handling. Knowledge 
 of the reason for each step taken should be developed so that the pupil may be 
 prepared to use such knowledge, in the making of original forms. 
 
 DESIGN. — In the decoration of constructed and other forms, aim to secure 
 original units showing both simplicity and variety, in repetition, alternation and 
 radiation. 
 
 Use few elements and proportion the unit to the space it is to decorate. 
 
 COLOR. — Aim to develop recognition of the six standard colors, their tints 
 and shades, as they appear apart and in the study of color in nature and design. 
 
 In the following lessons the exercises are suggested by the seasons, holidays 
 and pupils" interests. Other forms than those indicated may be substituted after 
 consultation with the Special Teacher, 
 
 Use paper, sticks, raffia or other appropriate material. 
 
 1. Lay spectrum (12 or 18 colors). 9. Make couch, or complete wagon or 
 
 2. Practice dictated and original ro- ^^^ ' 
 
 settes, showing alternation of ^^ Practice original rosettes, showing 
 hnes and spots. alternation, for decoration of 
 
 3. Practice original rosettes showing form to be made nth lesson. 
 
 II. Make form to be decorated, as 
 
 4. Make and decorate form, as val- match strike or book mark. 
 
 entine (original rosette). 
 
 5. Make foundation fold for basket or 
 sled. 
 
 12. Decorate form made loth lesson: 
 original rosette. 
 
 6. Complete form of 5th lesson. I3- ^^ake market basket or barn, or 
 
 , r , , ■ r 1 , 1 . Free cutting : vegetable or fruit 
 
 7. Make chair, or fold and cut wagon 
 
 or cart. 
 
 form. 
 
 8. Teach lighter and darker in stand- 14. Tints of six standard colors. Con- 
 ard colors. Connect with colors nect with colors in nature and 
 
 in nature and textiles. textiles.
 
 1^. Practice original balanced or cor- 
 ner units, for form to be deco- 
 rated, as Easter card, or 
 Make '»<. or 
 
 Free ti;.:.;..,. .r>r,. ^. etc- 
 
 16. Make fomj as Easier card, and 
 decorate, or 
 Make sofa, or 
 
 Free cutting: bird, rabbit, bas- 
 ket, etc. 
 
 ■ form as Ik»x for seeds, or 
 . rce cutting: vri^t-f.-ihlc. fruit. 
 animal form. 
 
 18. Make table or basket, or 
 
 Free cutting : fish or turtle, etc. 
 
 19. Shades of six standard colors. 
 
 20. Make standing picture mount, or 
 
 booklet or other form to be dec- 
 orated. 
 
 J I rr.Ktice design for constructed 
 rm : original rosettes, or bal- 
 anced or corner units. 
 
 22. Practice design for coiistructccl 
 form. 
 
 2^. Decorate form constructed 20th les- 
 son (original rosette, or balanced 
 or comer units). 
 
 24. Make form, as tent, or 
 
 Free cutting : suggested by 
 picture, or by Spring games. 
 
 25. Make fofv '^ <:\i\ boat, or row 
 
 boat. 
 
 or 
 
 Free cutting: animal form, or 
 
 n.-»i.iti »i 
 
 26. Lay scales of one or more standard 
 colors, with tints and shades. 
 
 2y. Make form as lunch basket, or 
 
 Free cutting: suggested by 
 games. 
 
 28. Make form as chicken coop, or 
 
 Free cutting: suggested by pic- 
 ture, or by reading lesson. 
 
 (Four alternative exercises in con- 
 struction are now offered. The folds 
 and cuts may be made according to di- 
 rection, or the pupils may be alloved 
 to make original fort-^s f-om or-ginal 
 foldings.) 
 
 29. Make form to be decorated, as fan, 
 
 or match box, or 
 Make original "form. 
 
 30. Practice design for constructed 
 
 form (original balanced units), 
 
 or 
 
 Make origiunl form. 
 
 31. Practice design for constructed 
 
 form, or 
 
 Make original form. 
 
 32. Decorate constructed form : origi- 
 
 nal balanced units, or 
 Make original form. 
 
 33. Make form, as bridge, or 
 
 Free cutting: suggested by story 
 or coming holiday. 
 
 34. Matching tints and shades in natu- 
 
 ral forms.
 
 PRIMARY CONSTRUCTIVE WORK-GRADE 2A 
 
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 Issueil Oct., 1902.
 
 Suggested Kxercises in Drawing, Constructive Work and Design. 
 
 GRADE 2B. 
 
 Total time per week i8o minutes, to be divided into four periods of appro- 
 priate length, for lessons on Object Drawing, Illustrative Drawing, Color and De- 
 sign and Constructive Work. 
 
 For Half Day Classes : the lessons in Object Drawing and Constructive Work 
 are suggested. 
 
 OBJECT DRAWING LESSONS.— Boys and Girls.— One Lesson Each 
 Week. 
 
 Aim to secure in drawings of gOOd Size and placing, the representation of the 
 circle, as it appears in objects seen at different levels below the eye. Study pro- 
 portions of top and front face. Cultivate power of making individual judgfments. 
 Use individual models wherever possible. 
 
 In plant form drawing aim to secure expression of Ife and gfrowth. Use 
 color where possible. 
 
 A short drill on lines, for correct pencil holdingf and free arm movement, 
 should precede each lesson in Object Drawing. 
 
 In Object Drawing, use pencil; in Plant Form Draw'ing, use crayon, chalk or 
 brush. 
 
 1. Study top of cylinder at different 4. Cylindrical object, below eye, as 
 
 levels below eye. jar or cup (handle turned 
 
 Practice in sketching appear- away), or 
 
 ance. Disc may be used as an Vegetable or fruit form in mass. 
 
 aid in studying appearance of „,.,., 1 • ^ , 1 
 
 ° *^ 5. Cylmdncal object, below eye, as 
 
 mug (handle turned away), or 
 
 2. Cylinder below eye. bottle. 
 
 3. Cylindrical object, below eye, as 6. Cylindrical object, below eye, as 
 
 baking powder can, water cup flower pot, tin pail, wooden 
 
 or tumbler. measure or bottle. 
 
 Issued Feb. 1903. "jjept. of Education, N. Y. C.
 
 7. Vegetable or fruit form in mass. 
 
 8. Hemisphere, below eye. 
 
 9. Hemispherical object, below eye, 
 
 as bowl. 
 
 10. Hemispherical object, below eye. 
 
 as bowl or basin. 
 
 11. Study of top of triangular prism, 
 
 facing, at different levels l)elow 
 eye. Disc may be used as an 
 aid in studying appearance of 
 top. 
 
 Practice in sketching appear- 
 ance. 
 
 1 2. Triangular prism, facing below eye. 
 
 13. Draw grasses in mass, or simple- 
 
 leaves in outline, as plantain or 
 morning glory. 
 
 14. Simple leaf, in outline, as mullein, 
 
 or flower in mass. 
 
 15. 16, Lobcd leaf, as sassafras or 
 
 sweet gum. 
 
 17. Lobed leaf, in outline, or flower in 
 mass. 
 
 ILLUSTRATINE DRAWING.— li'-v-s and Girls.— A lesson each week, as 
 appropriate opportunity offers, in connection with Language Work (Poems, 
 Stories, etc.), Nature Study (Plants, Animals, Natural Phenomena, etc.). Indi- 
 vidual Experiences (Occupations, Games, Holidays, etc.). 
 
 The following lessons in water color or colored chalk, are suggested as 
 alternatives for the illustrative work of the last five lessons : 13. Grasses, 
 14. Grasses or leaves, 15. Leaves or vegetables, r6. Leaves, vegetables or 
 flowers, 17. Leaves, vegetables or flowers. 
 
 .Aim to secure dear, expressive drawings, with the story told by each pupil in 
 individual maoDer. Emphasize proporlion and action. Develop power of express- 
 mg distance. 
 
 Practice on elements may be given, but no llltistration is to be copied.
 
 CONSTRUCTION, COLOR AND DESIGN. 
 
 CONSTRUCTION. — In making forms rising- from the child's interests in 
 his surroundings, aim to secure neatness and dexterity in handHng. Knowledge 
 of the reason for each step taken should be developed, that the pupil may be pre- 
 pared to use such knowledge in the making of original forms. 
 
 DESIGN. — In the decoration of constructed and other forms, aim to secure 
 original units showing both simplicity and variety in repetition, alternation and 
 radiation. 
 
 Use few elements and proportion the unit to the space it is to decorate. 
 
 COLOR.— Aim to develop recognition of the six standard colors, their tints 
 and shades as they appear apart, and in the study of color in nature and design. 
 
 In the following lessons the exercises are suggested by the seasons, holidays 
 and pupils' interests. Other forms than those indicated may be substituted, after 
 consultation with the Special Teacher. 
 
 Use oak tag, bogus or cartridge paper, gingham, book linen or other available 
 material. 
 
 LESSONS FOR BOYS.— Two Lessons Each Week. 
 
 1. Review standard colors, tints and 
 
 shades. 
 
 2, 3. Make sled or push cart, or 
 
 Make form, as valentine and 
 decorate. 
 
 4, 5. Make form to be decorated, as 
 match strike, portfolio for 
 weather record, or make pro- 
 gram cover. 
 
 6, 7. Practice design for constructed 
 form (original balanced units, 
 rosettes or borders). 
 
 8. Decorate form constructed 5th les- 
 
 son (original balanced unit or 
 border). 
 
 9, 10. Make trolley car, news stand 
 
 or wind mill. 
 
 11. Lay color scales, five tones of 
 
 standards. 
 
 12, 13. Make form to be decorated, as 
 
 portfolio for pictures, or copy 
 book cover, or Easter card. 
 14, 15. Practice design for constructed 
 form : original rosettes or bal- 
 anced or corner units. 
 
 16. Decorate form constructed 13th 
 
 lesson (original rosette, or bal- 
 anced or corner units). 
 
 17, 18. Make cupboard or light-house. 
 19, 20. Make form to be decorated, as 
 
 booklet, or make program cover 
 and invitation card. 
 21, 22. Practice design for constructed 
 form : original rosettes, balanced 
 units, or borders.
 
 • '>ecorai. .. ..^iructed form (origi- 
 nal rosette or balancctl unit or 
 border). 
 24. 25. Make cradle, church or bird 
 house. 
 (Four alternative exercises are now 
 offereil in construction. The folds and 
 cuts in these four lessons may be made 
 according to direction, or the pupils 
 may be allowed to make original forms 
 from original foldings ' 
 26, 27. Make wheellwri'w mi tvi'ii:>^ 
 wagon, or 
 Make original form (2 pieces of 
 
 paper). 
 
 28. 20. Make bootblack stand or car- 
 riage, or 
 
 Make original form (2 pieces of 
 paper) . 
 
 30. Matching colors, tints and shades, 
 
 in leaves and flowers. 
 
 31, 32. Make form to be decorated, as 
 
 picture mount. 
 
 33. Practice design for constructed 
 
 form (original rosette or bal- 
 anced or corner units). 
 
 34. Decorate form constructed 32d les- 
 
 son. 
 
 LESSONS FOR GIRLS.— One Lesson Each Week. 
 
 1. Review stan<lard colors, uius and 
 
 shades. 
 
 2. Make useful torm, as pen wiper, 
 
 blotter cover, book mark, v il. n 
 tine or program cover. 
 
 3. 4. I'ractice design for constructed 
 
 form: original rosettes or bal- 
 anced units. 
 
 5. Decorate constructed form. 
 
 6. Make useful form, as copy book 
 
 cover, lx)oklet, needle book or 
 Easter card. 
 
 7. 8. Practice design for constructed 
 
 form: original rosettes, balanced 
 units, or corner units. 
 9- Decorate constructed form. 
 
 K). Lay color .scales, five tones of 
 standards. 
 
 1 1. Make pattern for work box or port- 
 
 folio. 
 
 12. Practice design for constructed 
 
 form : original rosettes or cor- 
 ner units. 
 
 13. Decorate and complete constructed 
 
 form. 
 
 14. Matching colors, tints and shades 
 
 in natural objects. 
 
 15. Make useful form as picture 
 
 mount. 
 
 16. Practice design for constructed 
 
 form. 
 
 17. Decorate constructed form.
 
 PRIMARY CONSTRUCTIVE WORK-GRADE 2B 
 
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 Issued Oct.. 1902. 
 
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 tni/c/<?pC hr/)cn VcrlrJ uirf/ F'rojrcrr r Coyf
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 3A. 
 
 Total time per week i8o minutes, to be divided into four periods of appro- 
 priate length, for lessons on Object Drawing, Illustrative Drawing, Color and De- 
 sign and Constructive Work. 
 
 OBJECT DRAWING LESSONS.— Boys and Girls.— One Lesson Each 
 Week. 
 
 Aim to secure in drawings of good size and placingf the representation of the 
 circle triangle and square as these appear in objects seen at different levels below 
 the eye (circle also above eye). 
 
 Study the comparative proportions of top and front face. Judge apparent 
 slant of edges by comparing them with pencil held horizontally. Indicate table 
 line. Use individual models wherever possible. 
 
 In plant form drawing aim to secure expression of life and growth. 
 
 A short drill on lines, for correct pencil holding and free arm movement 
 should precede each lesson in Object Drawing. 
 
 1. Cylinder, or cylindrical object be- 
 
 low eye, as tumbler. 
 
 2. Cylindrical object, below eye, as 
 
 drum, jar or pail. 
 
 3. Hemispherical object, below eye, as 
 
 bowl. 
 
 4. Study base of cylinder at different 
 
 levels above eye. Practice in 
 sketching appearance. 
 
 5. Cylindrical object, above eye, as tin 
 
 pail. 
 
 6. Cylindrical object above eye. 
 
 Issued Feb. 1903. 
 
 7. Study of top of triangular prism, 
 
 edge front, at different levels be- 
 low eye. Practice in sketching 
 appearance. Disc may be used as 
 an aid in studying appearance 
 of top of solid. 
 
 8. Triangular prism, edge front, be- 
 
 low eye. 
 
 9. Study of top of square prism, fac- 
 
 ing, at different levels below 
 eye. Practice in sketching ap- 
 pearance. Disc may be used as 
 an aid in studying appearance 
 of top of solid. 
 
 Dept. of Education, N. Y. C.
 
 10. Square prism, vertical and facing:. I3- Grasses or large simple leaf. 
 
 below eye. i^. Large simple or lobed leaf. 
 
 11. Cube, or familiar objt-i t. likt- cube. 15. Large lobed leaf. 
 
 facing. l)elow eye. [(,_ Spray, two simple leaves, or flower 
 
 12. Square pri.sm or familiar object, '" "^^^^• 
 
 like square prism, horizontal 17. Spray, two simple leaves, or flower 
 and facing, below eye. in mass. 
 
 ILLUSTRATIVE DRAWING.— Boys and Girls. 
 
 Aim to secure clear expressive drawings with the story told by each pupil in 
 individual manner. Lmi)hasize proportion and action. Develop power of ex- 
 pressing distance. The emphasis sliDuld bo jjrimarily on truth and vividness of 
 drawing rather than U[)on pictorial composition. 
 
 Practice on elements may be given but no illustration is to be copied. 
 
 A lesson each week, as appropriate opportunity offers, in connection with 
 language Work (Poems, Myths, Stories, etc.). Nature Study (Plants, Animals, 
 Natural Phenomena, etc.), History (Indian, Pilgrim and Biographical Stories), 
 Individual K.xpcriences (Occupations, Games. Holidays, etc.). 
 
 The following lessons in water color or colored chalk are suggested as alterna- 
 tives for the illustrative work of the last five lessons: 13. Grasses, 14. Vegetable 
 with leaves ic \'.(ref:ililo or spray of leaves, 16. Flower or leaves, 17. Flower 
 or leave- 
 
 CONSTRUCTION, COLOR AND DESIGN. 
 
 CONSTRUCTION.— In making forms rising from the child's needs and in- 
 terests, aim to secure dexterity in handling ami accuracy in measurement. Knowl- 
 edge of the reason for each step taken should be developed that the child may be 
 prepared to use such knowledge in the making of original forms. 
 
 DESIGN.— In the decoration of constructed and other forms aim to secure 
 original units showing both simplicity and variety in repetition, alternation and 
 radiation. 
 
 Use few elements and proportion the unit to the space it is to decorate.
 
 COLOR. — Aim to develop the ability to recognize the intermediates of the six 
 standard colors, and appreciation of the harmony shown in combinations of tones 
 of the same color, and of standards or intermediates with a neutral. 
 
 In the following lessons the exercises are suggested by the holidays and 
 pupils' interests. Other forms than those indicated may be substituted after con- 
 sultation with the Special Teacher. Use oak tag, bogus or cartridge paper, ging- 
 ham, straw board or other available material. 
 
 FOR BOYS' CLASSES.— Two Lessons Each Week. 
 
 I, 2. Teach use of ruler. 
 
 3. Draw and cut pattern for simple 
 
 useful form, as match strike, or 
 booklet, 
 or Make valentine. 
 
 4. Complete form cut 3d lesson, or 
 
 Decorate valentine. 
 
 5. Practice brush blots. 
 
 6. 7. Practice original rosettes or bal- 
 
 anced units of lines and blots for 
 design for constructed form. 
 
 8. Teach intermediate ; mix red and 
 
 orange and paint flat washes of 
 colors made. 
 
 9. Paint design on form completed 
 
 4th lesson. 
 
 10, II. Make useful form, as portfolio 
 for pictures, or for weather 
 record, or make copy book 
 cover. 
 
 12, 13. Practice original balanced units 
 for border or corners and prac- 
 tice rosettes for design for con- 
 structed form. 
 
 14. Mix orange and yellow, and yellow 
 
 and green to make intermedi- 
 ates. Practice flat washes of 
 colors made. 
 
 15. Paint design on form completed 
 
 nth lesson. Use any intermedi- 
 ate studied. 
 
 16. Draw and cut pattern for useful 
 
 form, as envelope case or bill 
 holder or box for planting seeds. 
 
 17. Practice design for form cut i6tli 
 
 lesson : original rosettes, or bal- 
 anced units, lines, spots, brush 
 strokes. 
 
 18. Paint design on form of i6th les- 
 
 son. 
 
 19. Complete form decorated i8th les- 
 
 son. 
 
 (Six alternative exercises in con- 
 structive work are now offered. These 
 are introduced by a dictated exercise 
 (two periods), followed by two origi- 
 nal exercises (two periods each). 
 The second original exercise may be 
 the first original form repeated, or a 
 new form. The purpose of these ex- 
 ercises is to induce pupils to make 
 original forms at home. Suggestions 
 to this eft'ect are to be given by the 
 teacher.) 
 
 20. Draw and cut pattern for cart or 
 
 car, for table, chair or other 
 piece of furniture, for news 
 stand or other form suggested 
 by the pupils' interests, or 
 Draw and cut pattern for form 
 to be decorated, as match box, 
 or pencil box or "catch all."
 
 21. Complete cart or car, etc., or 
 
 Practice design for match box 
 or pencil box. 
 
 22. Draw pattern for an original form 
 
 showing: some modification of 
 f • * 1 2ist lesson, or 
 
 I I ;'» for match box 
 
 or pencil box. 
 
 23. Complete original fonn, or 
 
 Paint design "" Tn.it.-li hox or 
 pencil box. 
 
 24. Draw pattern for an original form 
 
 (form of 23d lesson may be 
 repeated if not successful, or a 
 new form may be made), 
 or 
 . Complete match lx)x or pencil 
 box. 
 
 25. Complete origmai turm, or 
 
 Practice painting intermediates. 
 
 26. Make booklet, or program cover, 
 
 and invitation card, etc. 
 
 27. Practice design for form made 26th 
 
 lesson. 
 
 2R. Paint design on form made 26th 
 lesson, 
 
 29. Mix g^een and blue and blue and 
 
 violet to make intermediates. 
 Practice flat washes in colors 
 made. 
 
 30. Draw pattern for form, as picture 
 
 frame or portfolio. 
 
 31. Complete form drawn 30th lesson. 
 
 32. 33. Practice design for form com- 
 
 pleted 31st lesson. 
 
 34. Paint design on constructed form. 
 Use any intermediate. 
 
 LESSONS FOR GIRLS.— One Lesson Each Week. 
 
 I, 2. Ruler practice. 
 
 3. Make useful form, as booklet, 
 
 bookmark or make valentine. 
 
 4, 5. Practice brush blots and original 
 
 or balanced units) for form made 
 units of lines and blots (rosettes 
 3d lesson, or 
 Decorate valentine. 
 
 6. Mix red and orange to make inter- 
 
 mediates. Practice flat washes 
 of colors made. 
 
 7. Paint designs on constructed forms, 
 
 or practice brush blots and orig- 
 inal units of lines and blots 
 (rosettes or balanced units). 
 
 8. Draw pattern for useful form, as 
 
 portfolio or copy book cover. 
 
 9. Complete form commenced 8th \t> 
 
 son. 
 
 10. Practice original rosettes or bal- 
 
 anced units for design for con- 
 structed form. 
 
 11. Mix yellow and orange or yellow 
 
 and g^een to make intermedi- 
 
 ates. Practice flat washes of 
 colors made. 
 
 12. Paint design on form completed 9th 
 
 lesson. Use any intermediate. 
 
 13. Draw pattern for useful form, as 
 
 picture frame or work box, or 
 Practice design for form, as 
 needle book or pin ball. 
 
 14. Complete picture frame, or 
 
 Practice design for work box or 
 for needle book or pin ball 
 (original rosettes, balanced or 
 corner units). 
 
 15. Practice design for picture frame 
 
 (original corner units), or 
 Paint design on work box, pin 
 ball or needle book. 
 
 ^Cy Mix green and blue and blue and 
 violet to make intermediates. 
 Practice flat washes, or 
 Practice units for design for 
 program cover. 
 
 17. Paint design on picture frame, or 
 Complete work box, or 
 Paint design on program cover.
 
 PRIMARY CONSTRUCTIVE WORK— GRADh ^,a 
 
 
 
 
 
 
 
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 !'::'::»! xX)i^ 5;^ >$ 5^ 53 n" ** * ** ^^^^\^^^ 
 
 Issued Oct., 1902.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 3B. 
 
 Total time per week i8o minutes, to be divided into four periods of appro- 
 priate length, for lessons on Object Drawing, Illustrative Drawing, Color and De- 
 sign and Constructive Work. 
 
 OBJECT DRAWING LESSONS.— Boys and Girls.— One Lesson Each 
 Week. 
 
 Aim to secure in drawings of gOOd Size and placing;, the representation of the 
 circle, triangle and square, in objects seen at difiFerent levels below the eye (circle 
 also above eye). ; 
 
 Careful study of proportions of each solid, especially the comparative pro- 
 portions of top and front face. JudgfC apparent slant of edges by comparing 
 them with pencil held liorizontally. Indicate table line. Use individual models 
 
 wherever possible. 
 
 In plant form drawings aim to secure expression of life and growth. 
 
 A short drill on lines, for correct pencil holding and free arm movement, 
 
 should precede each lesson on Object Drawing. 
 
 1. Cylinder below eye. below eye. Practice in sketch- 
 
 ing appearance. Disc may be 
 
 2. Cylindrical object, below eye, as used as an aid in studying ap- 
 
 can, jar, tumbler. pearance of top of solid. 
 
 3. Cylindrical object, below eye, as . , , 
 
 n ^ 1 ^xi 8. Square prism, or pencn box, hor- 
 
 flower pot, or bottle. ^. \ , r • ,1 
 
 izontal and facmg, below eye. 
 
 4. Hemisphere, or hemispherical ob- 
 
 ject, below eye, as bowl or basin. 9. Triangular prism, edge front, be- 
 low eye. 
 
 5. Cylindrical object, above eye, as tin 
 
 pail. 
 
 10. Study of top of square prism, edge 
 
 6. Cylindrical object above eye, or front, at different levels below 
 
 ygo-etable. ^y^- Practice in sketching ap- 
 
 pearance. Disc may be used as 
 
 7. Study top of square prism, horizon- an aid in studying appearance of 
 
 tal and facing, at different levels top of solid. 
 
 Issued Feb. 1903. Dept. of Education, N. Y. C.
 
 11. Square prism, or familiar object 14- Large simple or lobed leaf. 
 
 like square prism, vertical, edge ^^ ^ ^^^^^ ^^^^ 
 
 front, below eye. 
 
 16. Spray of two simple leaves, or 
 
 12. Cube or familiar cubical object. flower in mass. 
 
 r,\tTi- fr. iiif Im'Iow eye. 
 
 17. Spray of two simple leaves, or 
 
 ij. «..r.t^>. . r i.irgc- M.nple leaf. fl""'^'' ''i mass. 
 
 ILLUSTRATIVE DRAWING.— Boys and Girls. 
 
 Aim to secure Clear expressive drawings with the story told by each pupil in 
 IlKiiTidaul manner. Develop power of expressing distance. The emphasis should 
 be priin.irilv on tmtll and vividness of drawing, rather than upon pictorial compo- 
 sition. 
 
 Prn.-ti.r r.M firm. lit s may be given, but no illustration is to be copied. 
 
 .•'\ ic>»"ti i-.irii WICK, .IS appropriate opfX)rtunity offers, in connection with Lan- 
 guage Work (Poems, Myths, Stories, etc.). Nature Study (Plants, Animals, Nat- 
 ural Plienomcna, etc.). History (Indian, Pilgrim, Biographical Stories), Individual 
 Experiences (Occupations, Games, Holidays, etc.). 
 
 Tlic following lessons in water color or colored chalk are suggested as alterna- 
 tives for the illustrative work of the last five lessons. 13. Grasses. 14. Vegetable 
 with leaves. 15. Vegetable or spray of leaves. 16. Flower or spray of leaves. 
 17. Flower or spray of leaves. 
 
 CONSTRUCTION, COLOR AND DESIGN. 
 
 CONSTRUCTION. — In making forms rising from tlie child's needs and 
 interests aim to secure dexterity in handling and accuracy in measurement. 
 Knowledge of the reasons for each step taken should be developed, that the pupil 
 may be prepared to use such knowledge in the making of original forms. 
 
 DEISIGN. — In the decoration of constructed and other forms aim to secure 
 original units showing both simplicity and variety in repetition, alternation and 
 radiation. 
 
 Use few elements an<l proportion the unit to the space it is to decorate.
 
 COLOR. — Aim to develop the ability to recognize the intermediates of the six 
 standard colors and appreciation of the harmony shown in combinations of tones 
 of the same color, and of standards or intermediates with a neutral. 
 
 In the following lessons the exercises are suggested by the holidays and pupils' 
 interests. Other forms than those indicated may be substituted after consultation 
 with the Special Teacher. Use oak tag, bogus or cartridge paper, gingham, straw 
 board or other available material. 
 
 FOR BOYS' CLASSES.— Two Lessons Each Week. 
 
 1, 2. Make simple, useful form, as 
 match box or tooth pick holder. 
 
 3, 4. Make form to be decorated, as 
 portfolio for report card or for 
 pictures or make copy book or 
 program cover. 
 
 5, 6. Practice original balanced units or 
 rosettes of lines, and brush blots 
 for design for form completed 
 4th lesson. 
 
 7. Paint design on form made 4th les- 
 
 son. 
 
 8. Make intermediates with brush, and 
 
 practice flat washes of colors 
 made. 
 
 9. Draw and cut pattern for useful 
 
 form, as clothes-brush, box or 
 button box. 
 
 10. Practice design for form drawn and 
 
 cut 9th lesson : rosettes or bal- 
 anced units of lines and brush 
 blots. 
 
 11. Paint design on form drawn and cut 
 
 9th lesson. 
 
 12. Complete form decorated nth les- 
 
 son. 
 
 13. Draw and cut pattern for useful 
 
 form, as postal card holder. 
 
 14. Practice design for form drawn and 
 
 cut 13th lesson, rosettes or bal- 
 anced units. 
 
 15. Paint design on form drawn and cut 
 
 13th lesson. 
 
 16. Complete form decorated 15th les- 
 
 son. 
 
 (Six alternative exercises in con- 
 structive work are now offered. These 
 are introduced by a dictated exercise 
 (two periods), followed by two original 
 exercises (two periods each). The sec- 
 ond original exercise may be the first 
 original form repeated or a new form. 
 The purpose of these exercises is to in- 
 duce pupils to make original forms at 
 home. Suggestions to this effect are to 
 be given by the teacher. 
 
 17. Draw and cut pattern for wagon, 
 
 lighthouse, bridge or other form 
 suggested by pupils' interests, or 
 Draw and cut pattern for form 
 to be decorated, as portfolio for 
 weather record or booklet for 
 pictures. 
 
 18. Complete wagon, lighthouse, bridge, 
 
 etc., or 
 
 Complete form to be decorated. 
 
 19. Draw and cut pattern for original 
 
 form, showing some modification 
 of form completed i8th lesson, or 
 Practice design for portfolio or 
 booklet: original corner units or 
 rosettes. 
 
 20. Complete original form, or 
 
 Practice design for portfolio or 
 booklet. 
 
 21. Draw pattern for original form 
 
 (form of 20th lesson may be re- 
 peated if not successful), or a
 
 new loriu may bt- in.nn.. wi 
 Paint design on portfolio cr 
 booklet. 
 
 22. Complete original form, or 
 
 Match tints of natural objects 
 with brush. Practice flat washes 
 of colors made. 
 
 23, 24. Make useful form, as picture 
 frame. 
 
 25. 26. Practit . 
 form : i 
 borders. 
 
 i'>r con^iructcd 
 ilanccd units or 
 
 _;. Make intermediates with brush. 
 Practice flat washes of color, 
 
 28. Paint design on constructed form. 
 Use any intermediate. 
 
 29, 30, Draw pattern and cut useful 
 form, as pencil box or desk waste 
 basket. 
 
 31,32. Practice design for form drawn 
 and cut. 
 
 33. Paint design on form cut 30th les- 
 
 son. 
 
 34. Complete form of 30th lesson. 
 
 FOR GIRLS' CLASSES.— One Lesson Each Week, 
 
 1. Draw pattern for useful form, as 
 copy book cover or portfolio for 
 weather record or for pictures. 
 
 -• ' omplcle f'"-"' Jr.,.,, np,l (^,,f ,^t 
 
 lesson. 
 
 3. Practice brush blots and original 
 units of lines anfl blots. 
 
 ' 'ractice original rosettes for center 
 of /orm, made 2d lesson. 
 
 5. Practice original corner units for 
 
 decoration of form completed 2d 
 lesson. 
 
 6. Make intermediates with brush. 
 
 Practice flat washes of colors 
 made. 
 
 7. Paint design on constructed form : 
 
 central rosette and corner units. 
 Use any intermediate, 
 
 iw pattern for useful form, as 
 envelope holder, picture frame, 
 ICaster card, etc. 
 
 '' te form drawn and cut 8th 
 ■n. 
 
 10. Practice original 'balanced units or 
 •es, for design for form com- 
 
 11. Matching tints of standards wath 
 
 brush. Practice flat washes of 
 colors made. 
 
 12. Paint design on constructed form. 
 
 T^nminant liarmnny. 
 
 13. Draw pattern for useful form, as 
 
 workbox, or 
 
 Practice design for needle book 
 or pin ball : original rosettes or 
 balanced units, 
 
 ) 4. Complete pattern for w orkbox, or 
 
 Continue w^ith practice for design 
 for pin ball or needle book. 
 
 15. Practice design for workbox: orig- 
 
 inal rosettes or balanced units, 
 or 
 
 Paint design on pin ball, or 
 needle book, 
 
 16. Paint design on workbox, or 
 
 Practice design for program 
 cover: original rosettes or bal- 
 anced or corner units. 
 
 1 7. Complete workbox, or 
 
 Paint design on program cover.
 
 PRIMARY CONSTRUCTIVE WORK-GRADE )B 
 
 riciaon 
 
 l/'g/it /uiu.)c 
 
 Sr/c/oc 
 
 «l « i I « V -•- • ^'^ —"• ! I '* ■ /ix ^<r I- ?3ir 
 
 Issued Oct., IQ02
 
 GRAMMAR OBJECT DRAWING 
 
 Gr-dJB. 4. A 
 
 O- J©f^-C5 
 
 Issued Oct., 1902.
 
 ^ 
 
 
 f R 
 
 n-ai/ CrofTh 
 
 I'H^ste Sdk^/tc^ Cj^jA/ort Coi/c 
 
 Issued May, 1902.
 
 APPLIED DESIGN— DECORATIVE ARRANGEMENT— GRAMMAR GRADES 
 
 Copy DooA Coi'crj 
 
 /?<f /, ■ frc />r////<f 
 
 
 Z?/^/^<f/- Cot'cr 
 
 
 T-T 
 
 V/^y* 
 
 
 
 
 
 
 
 
 
 
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 A* rti^rc rram(^ 
 
 7F/// Hccc 
 
 /°or/'/o//o 
 
 /^^tcr 
 
 \r7c/gc/j/;?c Coyer /ni//ta/'/0/^ Ccfrd 
 
 B§r 
 
 ^ 
 
 
 l^^-^-^l 
 
 ^/c/^J /Vo^^o 
 
 ^WJ 
 
 l/drc/ri/^'-^^ 
 
 F'roj^rct/n Coyer J 
 
 Issued Oct., iqo2.
 
 A SYSTEM OF LETTERING 
 
 PREPARED FOR USE IN CONNECTION WITH SCHOOL WORK IN DESIGN. 
 All letters with exception of I are formed within equal parallelograms. For I allow a 
 
 HALF SPACE ONLY. HORIZONTAL DIVISONS ARE IN THIRDS. ThE CROSS LINES OK B, E, F, R, S 
 
 ARE ONE-THIRD FROM TOP, OF A, ONE-THIRD FROM BOTTOM. NoTE PARTICULARLY 
 
 THE SHAPE OF K, M. N, W AND Y. C, G AND Q ARE FORMED ON O. 
 
 All LINES FORMING LETTERS ARE TO BE KF.PT OF EQUAL 
 
 WIDTH, NO SHADING BEING INTRODUCED. 
 
 "S 
 
 i^mmmm 
 
 The above gives letters of moderate width. The letters may be extended or contracted 
 horizontally by changing- the width of the parallelogram. 
 
 The height of the parallelograms may be changed as well as the width. A group of 
 letters may thus be made to fill any given space. 
 
 mmm 
 
 Titles in school work should be lettered in capitals. The small letters are not necessary. 
 To letter any word as "Composition" the following steps should be taken : — 
 
 1. Decide width and height of title and draw this oblong very lightly in pencil in place 
 where title is to appear. The margin on right side should be about yh in. (one-quarter the 
 width of a letter space) less than on left. This difference is later adjusted in the spacing. 
 
 2. Divide the space for title into three equal oblongs by two horizontal lines. 
 
 3. Divide the space for title into parallelograms by vertical lines, making as many spaces 
 as there are letters in the word and all of equal width save that intended for letter I, which 
 should be but half as wide as the others. 
 
 4. Space title by subdiving each vertical space for a letter by a light line on the right 
 hand side of space, cutting off one-fourth of width of space. The narrow spaces thus formed 
 will fall between the letters. The one at the right hand end of title will not be used. 
 
 5. Sketch in letters with pencil, then line in with ink. 
 
 Note. — The first three steps are shown in A. The 4th and 5th in B. 
 
 t r r , T ^ ; ' I II 
 
 I li U iL_- lI 1.1 ■J_.i__uL( li __i 
 
 The same process should be observed in lettering a title of several words, except that a 
 space equal to a letter should be left between words. For Public School allow twelve full 
 spaces and one half space for I. To give variety the initial letters of important words may 
 be made larger. 
 
 In a title of several lines the heights and widths of the letters in the different lines may 
 be varied as well as the thickness of the stroke used in making the letters. 
 
 LilBl^MRM^OIs 
 
 Issued Mav. 1902. 
 
 Dept. Educ. New York.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 4A. 
 BOYS. 
 
 Total time per week i8o minutes, to be divided into three periods, one for 
 Object Drawing and two for Construction and Design. 
 
 OBJECT DRAWING.— One Lesson Each Week. 
 
 Aim to secure in drawings of gooi size and placing; the representation of the 
 foreshortened circle, triangle and square, as these appear in objects seen at different 
 levels below the eye (circle also above the eye). 
 
 Require careful study of proportions of each solid, especially comparative 
 proportions of top and front face. Direction of lines should be tested by pencil 
 holding:. Use individual models wherever possible. 
 
 In plant form and other object drawing seek quality of line to express texture. 
 Use of accented line should be taught. 
 
 I. Draw appearance of top of cylinder, lo. Draw appearance of top of sqirnre 
 
 at different levels, below eye, or 
 Picture Study: "Horse Fair" — 
 Rosa Bonheur. 
 
 prism, facing, at different levels 
 below eye. 
 
 II. Draw square prism, vertical and 
 facing, below eye. 
 
 2. Cylinder, or cylindrical object below 
 
 eye. 
 
 3. Cylindrical object, above eye, as tin 
 
 pail. 
 
 4. Cylindrical object, above eye, as 
 
 Japanese lantern. 
 
 5. Draw vegetable form, or 
 
 Picture Study: "Unexpected 14- Draw grasses, show growth, or 
 
 12. Draw cube, facing, below eye. 
 
 13. Square prism, horizontal and facing, 
 below eye, or 
 
 Picture Study : "Cats" — Lam- 
 bert. 
 
 Meeting" — Peel. 
 
 6. Hemisphere, or hemispherical ob- 
 
 ject, as half apple, below eye. 
 
 7. Hemispherical object, as bowl, be- 
 
 low eye. 
 
 8. Draw appearance of top of triangu- 
 
 lar prism, facing, at different 
 levels below eye, then draw 
 triangular prism, same position. 
 
 9. Draw vegetable form, or 
 
 Picture Study: "Miss Harris"— 
 Reynolds. 
 
 Paint vegetable with leaves, in 
 water color. 
 
 15. Draw large leaf, accent, or 
 
 Paint vegetable in water color. 
 
 16. Draw large leaf, or 
 
 Paint spray or flower in water 
 color. 
 
 17. Draw large leaf or simple spray, or 
 
 Paint spray or flower in water 
 color, or 
 
 Picture Study: "Feeding the 
 Nestlingfs"- Millet. 
 
 Issued Feb. 1903. 
 
 Dept. of Education, N. Y. C.
 
 CONSTRUCTION AND APPLIED DESIGN.— Two Lessons Each Week. 
 
 CONSTRUCTION.— In making forms rising fnnn the child's needs and 
 interests, aim to secure dexterity in handling and accuracy in measurement. 
 Knowledge of the reasons for the operations taught should be developed, that 
 the chilli may be prepared to make use of his acquired skill in the construction of 
 orij^inal forms. 
 
 It is recommended that the pupils be encouraged to make at home, original 
 forms, showing modifications of the forms made in the class room, or new models 
 suggested by otiier lessons or by home interests. 
 
 For the constructive work use oak tag, bogus or cartridge paper, gingham, 
 straw board, l)ook linen or other uvailable material. 
 
 DESIGN.— Aim to develop appreciation of beauty in form and line, in the 
 orif^inal modification of geometric units, designed as decorations for constructed 
 and other forms. Emphasize Simplicity. 
 
 COLOR. — .\im to secure harmonious combinations of tones of the same 
 color, or of standard or intermediate colors with a neutral. Avoid combinations 
 of brilliant colors. 
 
 1,2. Ruler and compass practice. 
 
 3. Make useful form, as booklet or 
 
 copy book cover. 
 
 4. Draw and cut um'ts for free spot- 
 
 ling. 
 
 5. .Make decorative arrangemeni : free 
 
 sp«)tting, for dcsii^ns for con- 
 structed fonn. 
 
 6. Trace decorative arrangement on 
 
 constructed fonn. 
 
 7. Practice painting flat washes of 
 
 grayed colors, as illustrated on 
 color chart, and also practice 
 painting units for design. 
 
 8. Paint design on constructed form. 
 
 9. 10. Class Model. — Match strike or 
 
 envelope. 
 
 II, 12, 13. Original form for match 
 strike or envelope. 
 
 14, 15. Original modifications of geo- 
 metric unit for design for origi- 
 nal constructed form. 
 
 16. Trace design on original constructed 
 
 form. 
 
 17. Paint design. — Dominant harmony 
 
 (grayed colors as illustrated on 
 color chart). 
 
 i3, 19. Class Model. — Picture frame or 
 work box. 
 
 20, 21. Draw pattern for original de- 
 sign for picture frame or work 
 box. 
 
 2.2. Complete picture frame, or 
 
 Make original modifications of 
 geometric unit for design for 
 work box. 
 
 23. Make original modifications of 
 geometric unit for design for 
 picture frame, or 
 Complete unit for work box and 
 trace design.
 
 24- Complete unit for picture frame 31. Original modifications of geometric 
 and trace design, or unit for design for original port- 
 Paint design on work box. Dom- folio, 
 inant or contrasted harmony 
 
 (grayed colors as illustrated on 32- Complete unit and trace design on 
 
 color chart) . original portfolio. 
 
 25. Paint design on picture frame. 33. Practice painting flat washes of 
 
 Dominant or contrasted har- grayed colors. Practice also 
 
 mony, or painting units for design. 
 
 Complete work box. 
 
 34. Paint design. Dominant or con- 
 
 26, 27. Class Model— Portfolio. ^^^^^^^ harmony (grayed colors, 
 
 28,29,30. Original form for portfolio. as illustrated on color chart). 
 
 GIRLS. 
 
 Time per week 120 minutes, to be divided into two periods, for lessons in 
 Object Drawing and Applied Design. For constructed forms use oak tag, bogus 
 or cartridge paper, gingham, denim or other available material. 
 
 OBJECT DRAWING.— Aim to secure in drawings of good size and placing, 
 the representation of the foreshortened circle, triangle and square, as these 
 appear in objects seen at different levels below eye (circle also above eye). 
 
 Require careful Study of proportions of each solid, especially the comparative 
 proportions of top and front face. Direction of lines should be tested by pencil 
 holding. 
 
 In plant form and other object drawing seek quality of line expressive of 
 texture. Use of accented line should be taught. 
 
 DESIGN. — Aim to develop appreciation of beauty in form and line, in the 
 
 original modification of geometric units, designed as decorations for constructed 
 and other forms. Emphasize Simplicity. 
 
 COLOR. — Aim to secure harmonious combinations of tones of the same 
 color, or of standard or intermediate colors with a neutral. Avoid combinations 
 of brilliant colors. 
 
 1. Draw appearance of top of cylinder, 3. Draw cylinder or cylindrical object, 
 
 at different levels below eye, or below eye. 
 
 Picture Studv : "Horse Fair"- 4. Draw pattern for useful form, as 
 
 Rosa Bonheur. copy book cover, booklet, etc. 
 
 5. Draw cylindrical object, as tin pail, 
 
 2. Ruler practice. above eye.
 
 r». Cntni>lete fonn mnimenccd 4th les- 
 
 I'll 1 i I V. 
 
 ,l>ot- 
 
 7. Uraw aii<i iin \uiii' 
 
 ting. 
 S. r>ra\v cylindrical object, above eye, 
 
 as Japanese lantern. 
 
 .;. Decorative arrangement: free spot- 
 ting for design for constructed 
 fonn. 
 
 10. Draw vegetable form, or 
 
 Picture Study : "Unexpected 
 Meeting"— Peel. 
 
 11. Trace decorative arrangement. 
 
 12. Hemisphere or hemispherical oMoct. 
 
 as half apple, below eye . 
 
 13. Practice jwinting flat washes of 
 
 graved c<ilors illustrated on color 
 chart. Practice also painting 
 units for desig^i- 
 
 14. Paint design on constructed form. 
 
 Dominant or contrasted har- 
 mony. 
 
 15. Draw hemispherical object, below 
 
 eye, as lx)wl. 
 
 16. Motlify geometric unit for design 
 
 for book bag, holder or doily, 
 or 
 
 Draw and cut pattern for port- 
 folio. 
 
 17. Draw appearance of top of trian- 
 
 gular prism, facing, at different 
 levels below eye; then draw tri- 
 angular prism, same position. 
 
 18. Complete unit for design for book 
 
 bag, holder or doily, or 
 (x'tnplcle portfolio. 
 
 19. Draw vegetable, or 
 
 Picture Study: " Miss Harris" — 
 Reynolds. 
 
 :o. Trace design on book l)ag, holder 
 or doily, or 
 
 Modify geometric unit for 
 design for portfolio. 
 
 21. Draw appearance of top of square 
 prism, facing, at different levels. 
 below eye. 
 
 22. 
 
 23- 
 
 24. 
 
 25- 
 
 26. 
 
 28. 
 
 29. 
 
 30. 
 
 31- 
 
 33 
 
 3-1 
 
 Practice painting flat washes of 
 grayed colors illustrated on color 
 chart. Practice painting units 
 for design. 
 
 Paint design on book bag, holder or 
 doilv. Dominant or contrasted 
 harmony, or 
 
 Complete unit for portfolio. 
 Draw square prism, vertical and fac- 
 ing, below eye. 
 
 Draw and cut pattern for work box 
 or picture frame, or 
 Trace design on portfolio. 
 
 Draw cube or square prism, vertical 
 and facing, below eye, or 
 Picture Study : "Cats" — Lam- 
 bert. 
 
 C'omi)lete picture frame, or 
 
 Modify geometric unit for design 
 
 for work box, or 
 
 Paint design on portfolio. 
 
 Draw grasses, show growth, or 
 Paint vegetable with leaves, in 
 water color. 
 
 ?^lodify geometric unit for design 
 for picture frame, or 
 Comj)lete unit for work box and 
 trace design, or 
 
 Modify geometric unit for design 
 for pin ball or needle book. 
 
 Draw large leaf, accent, or 
 
 Paint vegetable in water-color. 
 
 Trace design on picture frame, or 
 Paint design on work box, or 
 Trace design on pin ball or nee- 
 dle book. 
 
 Draw large leaf, or 
 
 Paint spray or flower in water 
 color. 
 
 Paint design on picture frame, or 
 
 Complete work box, or 
 
 Paint design on pin ball or nee- 
 dle book. 
 Draw large leaf or simple spray, or . 
 
 Paint spray or fiov.'cr in v.aler 
 
 color, or 
 
 Picture Study : "Feeding the 
 
 Nestlings" — Millet.
 
 GRAMMAR CONSTRUCTIVE WORK— GRADE 4A 
 
 ^ooA/ct C-ryer^ 
 
 6'opi/ Soofi Co/cr^ 
 
 ti^itutrn foT Copy Dooh Coi/er 
 
 
 r n 
 
 /c/ticrn for tni\-/opc 
 
 rWi Jfr/M 
 
 ( COfc red I 
 
 C^i(70C-j/''onj for or/oi/7df tni/cfopd^ 
 
 
 H- 
 
 JilOQCjtfo/fJ for ^ , r 
 
 •^^ fclffcrn far 
 
 Or/o/z/d/ ff/lcf^ Jfr/Ad 
 
 f^/co^rc f7oijj7t 
 (co/er6a'j 
 
 fjc/fcf? Jfr/'Ac Ccjycrer/j 
 
 »« 
 
 Oi/c>qcJ^/o,y /or 
 or/dfna/ //cU'rc/yoi/zil' 
 
 ^ticA 0/ Hou/rt 
 
 f Ji/qgcj/zdr? for 
 
 fc/^/(rn for flaunt or/g/ndf ficfur^ /lour/t 
 
 DdcA of rfounf 
 
 -^- 
 
 
 Mc 
 
 f^c/L'cni for Do/? ban Bon 
 
 Juaquf/onj for or;^z//c// 
 So/?hon /%'A 
 
 ^Orffof/O f?//Mrn fornn60JC/c Ji'/Ocrej^'onfororoynr/ffor/fof/c , ,, a i, ^^ 
 
 of f^or/fof^a ^___ -o. 
 
 Issued Oct., ,002
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 4B. 
 BOYS. 
 
 Total time per week i8o minutes, to be divided into three periods, one for 
 Object Drawing and two for Construction and Design. 
 
 OBJECT DRAWING.— One Lesson Each Week. 
 
 Aim to secure in drawings of good size and placing the representation of the 
 foreshortened circle, triangle and square, as these appear in objects seen at dififerent 
 levels below the eye (circle also above eye). 
 
 Require careful Study of proportions of each solid, especially the comparative 
 proportions of top and front face. Direction of lines should be tested by pencil 
 holding. Use individual models wherever possible. 
 
 Tn plant form and other object drawing seek quality of line expressive of 
 texture. Use of accented line should be taught. 
 
 I. Draw appearance of top of cylinder, lo. Draw appearance of top of square 
 
 at different levels, below eye, or 
 Picture Study : "Arabs"— 
 Schreyer. 
 
 2. Cylinder or cylindrical object, below 
 
 eye. 
 
 3. Cylindrical object, as flower pot, or 
 
 wooden measure, below eye. 
 
 4. Cylindrical object, as pail or lantern, 
 
 above eve. 
 
 prism, edge front, at dififerent 
 levels, below eye. 
 
 11. Square prism, edge front, below eye. 
 
 12. Cube, edge front, below eye. 
 
 13. Cube, or square prism, edge front, 
 
 below eye, or 
 
 Picture Study: "The Young 
 
 Handel" — Dicksie. 
 
 5. Review pail or lantern, or 
 
 Draw vegetable form, or 
 Picture Study: "James, Duke of 
 Richmond" — Van Dyke. 
 
 6. Draw appearance of top of cube or i5- Draw large leaf, or 
 
 14. Draw grasses, show growth, or 
 
 Paint vegetable with leaves, in 
 water color. 
 
 square prism, horizontal and fac- 
 ing, at different levels, below eye. 
 
 7. Cube, or square prism, horizontal 
 
 and facing, below eye. 
 
 8. Draw vegetable form, or 
 
 Picture Study: "At the Water- 
 ing Trough" — Bouveret. 
 
 9. Triangular prism, edge front, below 
 
 eye. 
 
 Issued Feb. 1903. 
 
 Paint simple spray in water color. 
 
 16. Draw large leaf, or 
 
 Paint spray or flower in water 
 color. 
 
 17. Draw large leaf or simple spray, or 
 
 Paint spray or flower in water 
 color, or 
 
 Picture Study: "Madame Le 
 Brun and Daughter"— Le Brun. 
 
 Dept. of Education, N. Y. C.
 
 rONSTRUCTION AND APPLIED DESIGN.— Two Lessons Eacli Week. 
 
 C'OXSTRUCTION.— In making forms rising from tlie chikl's needs and 
 interests, aim to secure dexterity in handling and accuracy in measurement. 
 Knowledge of the reasons for the operations taught should be developed, that 
 the child may be prepared to make use of his acquired skill in the construction of 
 oriffinal forms. 
 
 It is recommended that the pupils be encouraged to make at home Original 
 forms, sh«)\ving modifications of the forms made in the class room, or new models, 
 suggested by other lessons or by home interests. 
 
 For constructive work, use oak tag, bogus or cartridge paper, gingham, book 
 linen, strawlxiard, or other available material. 
 
 DESIGN. — Aim to develop appreciation of beauty in form an<l line, in the 
 original nuxlification of geometric units, designed as decorations for constructed 
 and other forms. Emphasize Simplicity. 
 
 COLOR. — Aim to secure harmonious combinations of tones of the same color, 
 or of standard or intermediate colors, with a neutral. Avoid combinations of 
 brilliant colors. 
 
 1. Draw and cut pattern tor letter 
 
 holder, note book cover or copy 
 book cover. 
 
 2. Complete form. 
 
 3. Draw and cut units for free spot- 
 
 ting. 
 
 4. Free spotting: make decorative ar- 
 
 rangement for constructed form. 
 
 5. Trace decorative arrangement. 
 
 6. Practice painting flat washes of 
 
 grayed colors, illustrated on color 
 chart. Practice also painting 
 units. 
 
 7. Paint design. Dominant or con- 
 
 trasted harmony. 
 
 8,9. Class Model. — Card case or bill 
 book. 
 
 10, II, 12. (Jriginal form for card case, 
 bill book, plaster case. 
 
 13, 14. r)riginal modification of geomet- 
 ric unit, for design for con- 
 structed form. 
 
 15. Trace design on constructed forms. 
 
 16. Paint design. Dominant harmony. 
 
 17. 18. Class Model. — Picture frame or 
 
 portfolio. 
 
 19,20,21. Original form for picture 
 frame, or portfolio. 
 
 22. Original modifications of geometric 
 unit for design for form made 
 2 1 St lesson. 
 
 22,. Trace design on constructed form. 
 
 24. Practice painting flat washes of 
 
 grayed colors illustrated on color 
 chart. Practice also painting 
 units for design. 
 
 25. Paint design. Dominant or con- 
 
 trasted harmony. 
 
 26, 27. Class Model. — Letter file, or 
 pocketbook. 
 
 28, 29, 30. Original form for letter file 
 or pocketbook.
 
 31. Original modifications of geometric 33. Practice painting flat washes of 
 
 unit or grayed colors. Practice also 
 
 Draw and cut units for free spot- painting units for design. 
 
 ting for design for original 
 
 constructed form. 34- Paint design. Dominant or con- 
 
 ^ , . . . . trasted harmony. 
 
 32. Trace design of geometric units, oi 
 
 Make decorative arrangement, 
 free spotting, and trace. 
 
 GIRLS. 
 
 Total time per week 120 minutes, to be divided into two periods, for lessons 
 on Object Drawing and Applied Design. For constructed forms use oak tag, 
 bogus or cartridge paper, gingham, denim, book linen or other available material. 
 
 OBJECT DRAWING.— Aim to secure in drawings of good size and placing, 
 the representation of the foreshortened circle, triangle and square, as these appear 
 in objects seen at different levels below the eye (circle also above eye). 
 
 Require careful Study of proportions of each solid, especially the comparative 
 proportions of top and front face. Direction of lines should be tested by pencil 
 holding. Use individual models wherever possible. 
 
 In plant form and other object drawing, seek quality of line to express texture. 
 Use of accented line should be taught. 
 
 DESIGN.— Aim to develop appreciation of beauty in form and line in the 
 original modification of geometric units designed as decorations for constructed 
 and other forms. Emphasize Simplicity. 
 
 COLOR. — Aim to secure harmonious combinations of tones of the same color, 
 or of standard or intermediate colors with a neutral. Avoid combinations of brill- 
 iant colors. 
 
 1. Draw appearance of top of cylin- 
 
 der, at different levels, below eye, 
 
 or 
 
 Picture Study: "Arabs" — 
 
 Schreyer. 
 
 2. Ruler and compass practice. 
 
 3. Draw cylinder or cylindrical ob- 
 
 ject, below eye. 
 
 4. Make useful form, as copy book 
 
 cover, note book cover, envelope 
 or booklet. 
 
 5. Draw cylindrical object, as flower 
 
 pot or wooden measure, below 
 eye. 
 
 6. Draw and cut units for free spot- 
 
 ting. 
 
 7. Draw cylindrical object, as pail or 
 
 lantern, above eye. 
 
 8. Decorative arrangement: free spot- 
 
 ting for design for constructed 
 form. 
 
 9. Draw vegetable form, or 
 
 Review pail or lantern, above 
 eye, or 
 
 Picture Study: "James, Duke 
 of Richmond" — Van Dyke.
 
 10. Trace decorative arrangement on 
 
 constructed form. 
 
 11. Draw appearance of top of cube or 
 
 square prism, horizontal and 
 facing-, at diflferent levels below 
 
 12. i'racticc i>auiUii.L; lial washes of 
 
 grayed colors illustrated on col- 
 or chart. Practice also painting 
 units for design. 
 
 13. Paint decorative arrangement. 
 
 Dominant or contrasted har- 
 mony. 
 
 14. Cul)e or square prism, horizontal 
 
 and facing, below eye. 
 
 15. Original modifications of geometric 
 
 unit, for design for handker- 
 chief case, pencil case or pin 
 cushion cover, or 
 Draw and cut pattern for pic- 
 ture frame or work box. 
 
 16. Draw vegetable form, or 
 
 Picture Study: "At the Water- 
 ing Trough" — Bouveret. 
 
 17. Continue with unit for design for 
 
 handkerchief case, etc., or 
 Modify geometric unit for work 
 box. 
 
 18. Draw triangular prism, edge front, 
 
 below eye. 
 
 19. Trace design on cloth, or 
 
 Make original modifications of 
 
 geometric unit for picture frame, 
 
 or 
 
 Complete unit for work bo.\ and 
 
 trace. 
 
 20. Draw appearance of top of square 
 
 prism, edge front, at difFcront 
 levels, below eye. 
 
 21. Practice painting for design on 
 
 cloth, or 
 
 Trace design on picture frame, 
 
 or 
 
 Practice painting for work bo.x 
 
 desig^. 
 
 22. Paint design on cloth or on work 
 box. Dominant harmony, or 
 Practice painting for picture 
 frame. 
 
 J3. Draw square prism, edge front, be- 
 low eye. 
 
 24. Draw and cut pattern for portfolio, 
 
 or picture frame, or 
 
 Complete work box or 
 
 Paint design on picture frame. 
 
 25. Complete form commenced 24th 
 
 lesson, or 
 
 Original modifications of geo- 
 metric unit for design for pin 
 ball or needle book. 
 
 26. Draw cube, edge front, below eye. 
 
 27. Original modifications of geomet- 
 
 ric unit for form completed 28th 
 lesson, or 
 
 Continue design for pin ball or 
 needle book. 
 
 28. Draw cube or square prism, edge 
 
 front, below eye, or 
 
 Picture Study: "The Young 
 
 Handel" — Dicksie. 
 
 29. Complete unit for form finished 
 
 25th lesson and trace design, or 
 Trace design on pin ball or 
 needle book. 
 
 30. Draw large leaf, or 
 
 Paint simple spray in water 
 color. 
 
 31. Paint designs, contrasted or domi- 
 
 nant harmony. 
 
 32. Draw large leaf, or 
 
 Paint simple spray or flower in 
 water color. 
 
 33. Draw large leaf or simple spray, 
 
 or 
 
 Paint spray or llower in water 
 
 color. 
 
 34. Draw large leaf or simple spray, or 
 
 Paint spray or flower, or 
 Picture Study : "Madame Le 
 Brun and Daughter" — Le Brun.
 
 GRAMMAR CONSTRUCTIVE WORK— GRADE 4B 
 
 
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 1 
 
 I 
 
 ffott Qooh or Copy Booix Coi/er. 
 
 Juaqcjt/on /^or c//? or/j//?c// //otc or Copy doohCotfr 
 
 Cdrd cdJC 
 
 
 ^/a/}?d/ nhj/er/xue 
 
 or/c 
 
 rdUi^rn f-or 
 
 r/cli'/rc /rrir77e-. 
 
 JuQ^cjtionj/ orong/nd/ /f ctmc. f^'^f^^^ 
 
 i::.L:A:i:i7^ 
 
 r0rl/0//0. (Cohere o^j 
 
 I I 
 
 le/-^er/J'/& 
 
 Inj/c/e of rorl/o/^O 
 
 ^//O^ElTvaTrTol 
 
 rorfh/zo 
 
 a 
 
 hr Por//-o//'0 
 
 ■pocAc/' 
 
 
 □ 
 
 Juj^(ij/'/on 
 
 'A 
 
 rd/icrn.l tor later ff/C 
 
 c 
 
 
 
 
 Cdkncldr ar/i2/'?d/ Cd/cr? ctdrt^ou nt 
 
 floi/nt ^ 
 
 rocttctDoot\ 
 
 llllf 
 
 5 
 
 •a 
 
 Jii^Q'cjt/on tvror/y/nd/ /^acA£:tr t3oot\ 
 
 I>sued Oct , iqo2.
 
 Suggested Exercises in Drawing, Constructive Work and JDesign. 
 
 GRADE 5A. 
 
 BOYS. 
 
 Total time per week i8o minutes, to be divided into three periods, one for Ob- 
 ject Drawing and two for Construction and Applied Design. 
 
 OBJECT DRAWING.— One Lesson Each Week. 
 
 Aim to secure in drawings of gOOd size and placing the representation of the 
 foreshortened circle and square as these appear in objects seen at different levels 
 below the eye (circle also above eye). 
 
 Require careful Study of relative size and position of o])jects in simple groups. 
 Tests of direction should be made by pencil holding:. Use individual models 
 
 wherever possible. 
 
 In plant form and other object drawing seek quality of line to express tex 
 ture. Use of accented line should be taught. 
 
 1. Cylinder below eye, or 
 
 Picture Study: "Dignity and 
 Impudence" — Landseer. 
 
 2. Cylindrical object, below eye, as 
 
 wooden measure or pail. 
 
 3. Cylindrical object, above eye, as tin 
 
 pail. 
 
 4. Cylindrical object, above eye, as tin 
 
 pail or lantern. 
 
 5. Draw vegetable form, or 
 
 Picture Study: 'Song of the- 
 Lark" — Breton. 
 
 6. Sketch group, cyHnder and sphere. 
 
 Note size and placing. General 
 proportions ; relative propor- 
 tions and position of objects. 
 Sketch whole group lightly. 
 
 7. Complete drawing of group. 
 
 Group placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete drawing — attention to ren- 
 dering. 
 
 8. Sketch group, square prism, edge 
 
 front, and hemisphere or small 
 
 water cup. 
 
 Proceed as in lesson 6. 
 
 9. Complete drawing of group. 
 
 Proceed as in lesson 7. 
 
 10. Draw vegetable form, or 
 
 Picture Study : "Washington 
 Crossing the Delaware"— Leutze. 
 
 11. Sketch group, jar and hemispheri- 
 
 cal fruit. 
 
 Note size and placing. General 
 proportions ; relative propor- 
 tions and position of objects. 
 Sketch whole group lightly. 
 
 12. Complete drawing of group. 
 
 Group placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete group — attention to render- 
 ing. 
 
 13. Draw group, bottle or bowl and 
 
 vegetable, or 
 
 Picture Study: "Return to the 
 
 Farm" — Troy on. 
 
 14. Practice blocking in large leaf, or 
 
 Paint vegetable with leaves, in 
 water color. 
 
 15. Blocking in large leaf, or 
 
 Paint vegetable or spray in wa- 
 ter color. 
 
 16. Blocking in and drawing large leaf, 
 or 
 
 Paint spray or flower in water 
 color. 
 
 17. Blocking in and drawing large leaf, 
 or 
 
 Paint spray or flower in water 
 color, or 
 
 Picture Study: "Queen Louise 
 and Her Sons" — Steffeck, 
 
 Issued Feb. 1903. 
 
 Dept. of Education, N. Y. C.
 
 CONSTRUCTION AND APPLIED DESIGN.— Two Lessons Each Week. 
 
 i . .\>TRUCTION.— In making forms rising from the child's needs and 
 interests! aim to secure dexterity in handhng and accuracy in measurement. 
 Knowlciige of the reasons for the operations taught should be developed, that the 
 child may be prepared to make u-- <'f hi'; .-icquircd skill in the construction of 
 orlj^lnal forms. 
 
 It is recommended that the pupils be encouraged to make at home original 
 forms, showing modifications of the forms made in the class room, or new models, 
 suggcsle«l by other lessons or by home interests. 
 
 For constructive work, use oak tag, lx)gus or cartridge paper, gingham, straw- 
 board or other available material. 
 
 I)i:SlGN.--.\im to tlevelop appreciation of beauty of form and line, in mak- 
 ing original units, designed as decorations for constructed and other forms. 
 Emphasize simplicity. 
 
 COLOR.— .\im to secure harmonious 
 or of standard or intermediate colors with 
 iant colors. 
 
 I. 2, 3. Class Model. — Folding pic- 
 ture frame, pocket h<><>k. pencil 
 case or portfolio. 
 
 4. 5. ^. 7- Original form for folding 
 picture frame, pocket book, pen- 
 cil case or portfolio. 
 
 8. Draw and cut unit for free spotting. 
 
 9. Decorative arrangement: free spot- 
 
 ting, for design for constructed 
 fonn. 
 
 lo. Trace decorative arrangement on 
 constructed form. 
 
 combinations of tones of the same color, 
 a neutral. Avoid combinations of brill- 
 
 11. Practice painting flat washes of 
 
 grayed colors, illustrated on col- 
 or chart. Practice also, paint- 
 ing units for design. 
 
 12. Paint design on constructed form. 
 
 Dominant harmony. 
 
 13. 14. 15. Class Model.— Cash box, 
 
 spool box, pencil box, glove 
 box, necktie box. 
 
 10. 17. Draw pattern for original form 
 of box. 
 
 18. Original design. — Interlacing 
 
 SMuares or oblongs to form tile 
 pattern for decoration of box top. 
 
 19. Complete tile design. 
 
 20. Trace tile design on constructed 
 
 form. 
 
 21. Practice painting tile design in 
 
 grayed colors. 
 
 22. Paint tile design. Dominant har- 
 
 mony. 
 
 2^. Complete box. 
 
 24, 25. 26. Class Model. — Match box, 
 flower pot holder, or work bas- 
 ket, or 
 
 Fold and sew together, leaves for 
 book. 
 
 2j, 28. Draw original pattern for form 
 completed 26th lesson, or 
 Complete book. 
 
 29. Draw a good example of Greek lily 
 
 from copy. 
 
 30. Original modifications of lily form, 
 
 for design for original construct- 
 ed form, or for book. 
 
 31. Complete unit for design. 
 
 32. Trace design on original construct- 
 
 ed form. 
 
 33. Paint design on constructed form. 
 
 34. Complete form.
 
 GIRLS. 
 
 Time per week 120 minutes to be divided into two periods, for lessons on 
 Object Drawing and Applied Design. For constructed forms use oak tag, bogus 
 or cartridge paper, gingham, denim or other available material. 
 
 OBJECT DRAWING. — Aim to secure in drawings of good size and placing 
 the representation of the foreshortened circle, and square as these appear in objects 
 seen at different levels below the eye (circle also above eye). 
 
 Rccjuirc careful Study of relative size and position of objects in simple groups. 
 Tests of direction should be made by pencil holding. Use individual models 
 wherever possible. 
 
 In plant form and other object drawing seek quality of line to express tex- 
 ture. Use of accented line should be taught. 
 
 DESIGN.- -Aim to develop appreciation of beauty of form and line in original 
 units designed as decorations for constructed and other forms. Emphasize 
 Simplicity. 
 
 COLOR. — Aim to secure harmonious combinations of tones of the same color, 
 or of standard or intermediate colors with a neutral. Avoid combinations of brill- 
 iant colors. 
 
 1. Draw cylinder below eye, or 
 
 Picture Study : "Dignity and 
 Impudence" — Landseer. 
 
 2. Draw and cut pattern for useful 
 
 form, as letter holder or port- 
 folio. 
 
 3. Draw cylindrical object, as wooden 
 
 measure or pail, below eye. 
 
 4. Complete pattern commenced 2d 
 
 lesson. 
 
 5. Draw cylindrical object, above eye, 
 
 as tin pail. 
 
 6. Draw and cut units for free spot- 
 
 ting. 
 
 7. Draw cylindrical object, above eye, 
 
 as pail or lantern. 
 
 8. Decorative arrangement : free spot- 
 
 ting for design for constructed 
 form. 
 
 9. Draw vegetable form, or 
 
 Picture Study: "Song of the 
 Lark"— Breton. 
 
 10. Trace decorative arrangement on 
 
 form drawn and cut 4th lesson. 
 
 11. Sketch group, cylinder and sphere. 
 
 Note size and placing. General 
 proportions ; relative proportions 
 and position of objects. Sketch 
 whole group lightly. 
 
 12. Complete drawing of group. 
 
 Group placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete drawing — attention to ren- 
 dering. 
 
 13. Practice painting flat washes of 
 
 grayed colors, illustrated on col- 
 or chart. Practice also painting 
 units for design. 
 
 14. Paint decorative arrangement. Con- 
 
 trasted or dominant harmony. 
 
 15. Draw vegetable form, or 
 
 Picture Study : "Washington 
 Crossing the Delaware" — 
 Leutze.
 
 1 6. Complete constructed form. 
 
 17. Sketch group. s(iuarc prism, edge 
 
 front, antl water cup or hemi- 
 sphere. 
 Proceed as in lesson 11. 
 
 18. Complete drawing of group. 
 
 I'roceed as in lesson 12. 
 
 II) Drsign for handkt-rchief case, doily, 
 cushion cover, table mat. Draw 
 a good example of Greek lily 
 from copy, or 
 
 Draw pattern for flower pot 
 holder, picture frame, or work 
 l)asket. 
 
 20. Original mcKlihcation of lily form, 
 for design on cloth, or complete 
 picture frame or 
 Design for flower pot holder or 
 work basket : Draw a good ex- 
 ample of Greek lily from copy. 
 
 ji. Draw group, jar and hemispherical 
 fruit. 
 
 22. Complcti- unit for design on cloth, 
 or 
 
 Design for picture frame : Draw 
 a good example of Greek lily 
 from copy, or 
 
 Original moclification of lily 
 form, for design for flower pot 
 holder or work basket. 
 
 23. Draw group, bottle or bowl and 
 
 vegetable, or 
 
 Picture Study: 'Return to the 
 
 Farm" — Troyon. 
 
 24. Trace design on cloth, or 
 
 Make original modification of 
 lily form, for picture frame, or 
 Complete unit for design for 
 flower pot holder or work basket. 
 
 25. Paint design on cloth, or 
 
 Complete unit for picture frame, 
 or 
 
 Trace design on flower pot hold- 
 er or work basket. 
 
 26. Draw pattern for pencil case or 
 
 picture frame, or 
 Trace design on picture frame, or 
 Paint design on flower pot hold- 
 er, or work basket. 
 
 27. Practice blocking in large leaf, or 
 
 I'aint vegetable witli leaves, in 
 water color. 
 
 28. Complete form commenced 26th 
 
 lesson, or 
 
 Paint design on picture frame, 
 
 or 
 
 Complete flower pot holder, or 
 
 work basket. 
 
 29. Blocking in large leaf, or 
 
 Paint vegetable or spray in wa- 
 ter color. 
 
 30. Original modifications of lily form, 
 
 for form completed 28th lesson, 
 or for 
 
 Design for whisk broom holder, 
 table mat or doily. 
 
 31. Blocking in and drawing large leaf, 
 or 
 
 Paint simple spray or flower in 
 water color. 
 
 32. Trace design on constructed form, 
 
 or on whisk broom holder, table 
 mat or doily. 
 
 ^2- Paint design on constructed form, 
 or on whisk broom holder, etc. 
 
 34. Blocking in and drawing large leaf, 
 or 
 
 Paint simple spray or flower in 
 water color, or 
 
 Picture Study: "Oueen Louise 
 and Pier Sons"— Stefifeck.
 
 GRAMMAR CONSTRUCTIVE WORK-GRADE sA 
 
 
 
 s 
 
 
 
 
 
 V -G- i 
 
 6- . J 
 
 CO 
 
 -^im 
 
 i 
 
 .Aj^h. 
 
 —M 
 
 It.i-.*— 3"--'HiVl 
 
 ^L/g^ejP/c/7r /or 
 Or/qrna/ tbr/Zo/za 
 
 T- 
 
 Cash t3ox 
 
 I 
 — 1_^ 
 
 •3/*- 
 
 k. 
 
 I Ju00e5t/an for 
 
 Jujaej/'/c/? for 
 ar/y/r?d/Jpuo/dox 
 
 ^' — n 
 
 /"^Cnc/I DoX 
 ■r-r— 4" — *i'^i 
 
 ()i,/qOe^/^/(?J7 for orwim/ 
 
 / N 
 
 ^^^ 
 
 , Ju0^c^//a/7 /oror/j//rcf/ Qoye dc/H 
 
 3(i3& \ rforhDo\ 
 y 
 
 ^11 ^""^^f/"^ Ji,/^oc.>^/(??7foror/^/7?c// 
 
 fT\ r^"': \4t* 
 
 /5ajc 
 
 .J 
 
 /7:fM aO!( 
 
 Dooh 
 
 Juo^ej/'/on for or/ff/r/ril flmer Pot flc/i'dcr 
 
 j Issued Oct., igo2.
 
 MECHANICAL DRAWING-STRUCTURAL DESIGN-GRADES sR-yB 
 
 ^ 
 
 StcIcIc J^/J 
 
 
 ^^1 
 
 rH 
 
 Grdclt 6 A 
 
 -i cT 
 
 r/m^^i- Pnt "'" '-'^'■"^ / (cU oActi/iec/ from inode/) ,, , , . , 
 
 ^^.■- 
 
 • 1 
 
 I 
 
 .,'.J 
 
 f 
 
 ^ 
 
 lli.... 
 
 -'fC 
 
 i;:-A 
 
 /f^^/y/rr// r,;jjAc ^c/?c<^ from model) ^^^"^^ ^^ 
 
 /oJiidk rnoc/if/Cc/ftonj of /Jrdc/^e^ 
 
 fr?d/7or//x 
 
 /nh Jtand 
 
 J.L 
 
 thjj/d/c moc/if/cci//Vjnj of //7/\ J/c//?c/ 
 
 'i; I' 
 
 I z7^/ (a J J /latched 
 , from modeh 
 
 CtcicIc 7 a 
 
 r- 
 
 
 dz- z- -_-_■: 
 
 fOjj/S/6 
 
 3Tt:: 
 
 
 i;.i:i:; 
 
 I I 
 
 I I 
 
 Grade -/D 
 
 j 
 
 ' z?//^ g r /7o/c/e r ('/rom~rnoc/e^ 
 
 Fhji/bk inod/f/CcflfOni of fc/DC-r r/o/dcr 
 
 Issued Oct., 1902.
 
 APPLIED DESIGN-GRADES ^B-yB 
 
 Issued October, 1902 
 
 Dept. Educ, X. Y. C.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 5B. 
 BOYS. 
 
 Total time per week 120 minutes to be divided into two periods of appropriate 
 length, for lessons in Object Drawing, Working Drawing, Structural and Applied 
 Design. 
 
 WORKING DRAWING. — Develop and emphasize the purpose of working 
 drawings. 
 
 Aim to secure clear and well placed free hand sketches, followed by accurate 
 mechanical drawings, carefully lettered and dimensioned. Insist on neatness in 
 execution. 
 
 In STRUCTURAL DESIGN develop law of Fitness to purpose—/, e., that 
 use determines form and material, and that desire for strength and beauty deter- 
 mines proportions. 
 
 Two Lessons Each Week. 
 
 1. Working Drawing. — Explanation 
 
 of their nature a-nd use in gen- 
 eral, and of their use in class 
 work. 
 
 Position of planes — 3rd angle — 
 and views. Use and character 
 of extension, dimension and cen- 
 ter lines explained. 
 Practice in making free hand 
 working drawings (2 views) of 
 familiar objects, as tumbler, pen- 
 cil box, ink well, etc. Use hard 
 pencils. 
 
 2. Working Drawing (free hand) of 
 
 cylinder on end. Two views, 
 full size. Extension, dimension 
 and center lines. Dimensions 
 marked. 
 
 3. Working Drawing (mechanical) 
 
 of cylinder on end, from free 
 hand working drawing made 
 2d lesson. Extension, dimen- 
 sion and center lines. Figures 
 on vertical dimensions should 
 be turned to read from bottom 
 of sheet toward the top. 
 
 4. Working Drawing (free hand) 
 
 (Third angle; two views, full 
 size) from model furnished by 
 Shop Instructor, or 
 From Match Box or other mo- 
 del furnished by Special Teach- 
 er. Extension, dimension lines, 
 etc., indicated. Use hard pencils. 
 
 Study of model to develop prin- 
 ciples of structural design (fit- 
 ness of model to purpose ; beau- 
 ty in proportion, proper relation 
 
 of parts), with a view toward 
 the making by each pupil of a 
 model showing original dimen- 
 sions. 
 
 5. Each pupil will plan within given 
 
 limitations, original proportions 
 for his model. The diniensions 
 planned may be marked upon 
 the free hand working drawing 
 made last lesson. If necessary 
 a new free hand drawing will be 
 made and dimensioned. 
 
 6. Plan original modifications in out- 
 
 line, of model dimensioned last 
 lesson. Make several sketches. 
 
 7. Each pupil will draw full size such 
 
 part of the model as is modified 
 in outline. This drawing is to 
 be followed in shop or class- 
 room in the construction of the 
 original form.. 
 
 8. Working Drawing (mechanical) 
 
 of original model. Position of 
 drawing on paper to be decided 
 by pupils. 
 
 Two views lightly drawn, show- 
 ing parts without modified out- 
 line. 
 
 9. Make careful drawing of such 
 
 part of model as is modified in 
 outline. Cut this out and use as 
 template in completing working 
 drawing. Extension, dimension 
 lines, etc. 
 
 10. Practice free hand printing and 
 numbering. Print name and 
 title and dimension drawing. 
 
 Issued Feb. 1903. 
 
 Uept. of Educalioii, N. Y. C.
 
 DRSIGX —In APPLIED DESIGN aim to develop knowledge of: Balance- 
 equality V'f ^veijjhts or consistency of attractions, Rhythm— continuous or related 
 luovcnicnt. Harmony— consistency or relationship of masses. 
 
 EniplKiMzi- the proper relation of the decorating mass to the space decorated, 
 and the refinement of the cKinonts of the mass. 
 
 Two Lessons Each Week. 
 
 II. 
 
 UnguKil Design. — Sketches of 
 units made of flower parts, for 
 decoration for match hox, or 
 other form to be constructed. 
 
 12. Continue with unit for design. 
 
 13. Complete unit for design and trace 
 
 on paper. Make two tracings, 
 one to be painted, the other to be 
 used in tracing the design on 
 constructed form. 
 
 14. Practice painting flat washes of 
 
 grayed colors, suitable for stain- 
 ing wood, as illustrated on color 
 chart. 
 Paint background of design. 
 
 15. Practice painting colors showing 
 
 harmonious relations with back- 
 ground color. Practice painting 
 units for design. 
 
 16. Complete painting design. 
 
 OBJECT DRAWING.— Aim to secure in drawings of good size, placing and 
 accent, the representation of foreshortened faces as these appear in objects seen at 
 tlittcrcnt levels below the eye. 
 
 Require careful study of relative size and posit'on of objects in simple groups. 
 I'^c pencil measurements to t^.■•^t pmporiions. Test direction of retreating edges 
 l)y pencil holding. L'sc individual models wherever possible. 
 
 In Plant Eorm and other object drawing seek quality of line expressive of 
 texture. 
 
 Two Lessons Each Week. 
 
 17. Object Drawing. — Cylinder, below 
 
 eye, or 
 
 Picture Study: "Autumn" — 
 
 Mauve. 
 
 18. Draw cylindrical object, below eye, 
 
 as flower pot. 
 
 19. Draw cylindrical object above eye, 
 
 as lantern. 
 
 20. Test Drawing. — Cylindrical object 
 
 below or alxjve eye. Develop- 
 ment of lesson to precede draw- 
 ing. 
 
 rected. Complete drawing with 
 attention to rendering. 
 
 24. Draw vegetable form, or 
 
 Picture Study: "Return of the 
 Mayflower" — Bayes. 
 
 25. Draw square prism, edge front. 
 
 21. Draw vegetable form, or 
 
 Picture Study : "Boatmen 
 Barcelona" — Baixeras. 
 
 22. Sketch gfToup, as bottle and vege- 
 table. 
 
 Note size and placing; general 
 proportions ; relative propor- 
 tions and position of objects. 
 Sketch whole group lightly. 
 
 -J ^ umplcte drawing of group 
 sketched 21st lesson. Group 
 placed in position. Errors in 
 proportion and appearance cor- 
 
 26. Draw square prism turned at 30" 
 and 60"". 
 
 27. Draw square prism, turned at un- 
 equal angles. 
 
 28. Sketch group, square prism and 
 water cup, or 
 
 Cereal box and cup or bowl. 
 q£ Note size and placing. General 
 
 proportions ; relative propor- 
 tions and position of objects. 
 Sketch whole group lightly. 
 
 29. Complete drawing of group 
 sketched 28th lesson. Group 
 placed in position. Errors in 
 proportion and appearance cor- 
 rected. Complete drawing with 
 attention to rendering. 
 
 30. Draw vegetable form, or 
 Picture Study : "Wood and Cat- 
 tle" — F. Bonheur.
 
 31- 
 
 32. 
 
 Plant Form Drawing. — Blocking 33. 
 in large leaf, or 
 
 Paint vegetable with leaves in 
 water color. 
 
 Blocking in and drawing large 
 leaf, or 
 
 Paint vegetable or spray in wa- 
 ter color. 
 
 34- 
 
 Blocking in and drawing large leaf. 
 Attention to rendering, or 
 Paint spray or flower in water 
 color. 
 
 Draw leaf or simple spray, or 
 
 Paint spray or flower in water 
 
 color, or 
 
 Picture Study : " St. Cecelia" — 
 
 Raphael. 
 
 GIRLS. 
 
 Time per week 120 minutes, to be divided into two periods, for lessons in Con- 
 struction, Applied Design and Object Drawing. For constructive work use oak 
 tag, bogus or cartridge paper, gingham, denim, straw board or other available 
 material. 
 
 Two Lessons Each Week. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge : of Balance- 
 equality of weights or consistency of attractions. Rhythm — continuous or related 
 movement. Harmony — consistency or relationship of masses. 
 
 Emphasize the proper relation of the decorating mass to the space decorated, 
 and the refinement of the elements of the mass. 
 
 1. Design for head rest, tea cozy, 
 
 book bag or pin cushion cover. 
 Make sketches of unit composed 
 of flower parts, or 
 Draw pattern for photo folder, 
 folding picture frame, or port- 
 folio. 
 
 2. Continue with unit for design on 
 
 cloth, or 
 
 Complete pattern for constructed 
 
 form. 
 
 3. Complete unit for design on cloth, 
 
 or 
 
 Complete constructed form. 
 
 4. Trace design on cloth, or 
 
 Make original sketches of unit 
 composed of flower parts for de- 
 sign for form made 3rd lesson. 
 
 5. Practice painting and commence 
 
 painting design on cloth, or 
 Continue sketches for unit for 
 design for constructed form. 
 
 6. Complete painting design on cloth, 
 or 
 
 Complete unit for design and 
 trace on form made 3rd lesson. 
 
 7. Draw pattern for portfolio, photo 
 folder, folding picture frame, or 
 Paint design traced 6th lesson. 
 
 for 
 
 con- 
 
 8. Continue with pattern 
 
 structed form, or 
 
 Make sketches composed of 
 
 flower parts for design for 
 
 whisk broom holder, pencil case, 
 
 needle book, head rest, book bag, 
 
 etc. 
 
 9. Complete form drawn and cut 8th 
 
 lesson, or 
 
 Continue with unit for design 
 for whisk broom holder, pencil 
 case, etc. 
 
 10. Design for constructed form. 
 
 Original sketches for unit com- 
 posed of flower parts, or 
 Complete unit for design for 
 whisk broom holder, etc., and 
 trace. 
 
 11. Complete unit for design for form 
 
 made 9th lesson, or 
 Practice painting units for de- 
 sign for whisk broom holder, etc. 
 
 12. Paint designs. 
 
 OB TECT DRAWING— Aim to secure in drawings of gOOd Size, placing: 
 and accent, the representation of foreshortened faces as these appear in objects 
 seen at different levels below eye.
 
 Require careful Study of relative size and position of objects in simple groups. 
 I'sc rencil measurements to test proportions. Test direction of retreating edges 
 by pencil holdinf. I'se individual models wherever possible. 
 
 In Plant Form and other object drawing seek quality of line expressive of 
 te.xture. 
 
 Two Lessons Each Week. 
 
 13. Draw cylinder below eye, or 
 
 Picture Study: "Autumn" — 
 Mauve. 
 
 14. Draw cylindrical object, below eye, 
 
 as flower pot. 
 
 15. Draw cylindrical object, above eye, 
 
 as lantern. 
 
 i(». Test Drawing. — Cylindrical object 
 below or above eye. Develop- 
 ment of lesson to precede draw- 
 ing. 
 
 17. Draw vegetable form, or 
 
 Picture Study: "Boatmen of 
 Barcelona" — Baixeras. 
 
 18. Sketch group, as bottle and vegeta- 
 
 ble or jar and water cup. 
 Note size and placing. General 
 proportions ; relative propor- 
 tions and position of objects. 
 Sketch whole group lightly. 
 
 19. Complete drawing of group. Group 
 
 placed in position and studied. 
 Errors in proportion and appear- 
 ance corrected. Complete draw- 
 ing — attention to rendering. 
 
 20. Draw vegetable form, or 
 
 Picture Study : "Return of the 
 Mayflower" — Bayes. 
 
 21. Draw square prism, edge front. 
 
 22. Draw square prism, turned at 30^ 
 
 and 60*'. 
 
 23. Draw square prism, turned at un- 
 
 equal angles. 
 
 24. Sketch group, square prism and 
 
 water cup, or 
 
 Cereal box and cup or bowl. 
 Note size and placing. General 
 proportions of group, relative 
 proportions and pos.tion of ob- 
 jects. Sketch whole group 
 lightly. 
 
 25. Complete drawing of group. 
 
 Group placed in position and 
 studied. Errors in proportion and 
 appearance corrected. Complete 
 drawing — attention to rendering, 
 or 
 
 Picture Study : "Wood and Cat- 
 tle" — P. Bonlieur. 
 
 26. Blocking in large leaf, or 
 
 Paint vegetable with leaves 
 in water color. 
 
 27. Blocking in and drawing large leaf, 
 or 
 
 Paint vegetable or spray in water 
 color. 
 
 28. Blocking in and drawing large leaf. 
 
 Attention to rendering, or 
 
 Paint spray or flower in water 
 
 color. 
 
 29. Draw leaf or simple spray, or 
 
 Paint spray or flower in water 
 
 color, or 
 
 Picture Study: "St Cecelia"— 
 
 Raphael. 
 
 DESIGN. — Decorative Arrangement. 
 
 30. Make note book cover, library list 
 
 cover or portfolio. 
 
 31. Decorative arrangement, for design 
 
 for form made 30th lesson. Free 
 spotting, flower forms or ar- 
 rangement of sprav. 
 
 32. Complete decorative arrangement. 
 
 33. Trace decorative arrangement. 
 
 34. Practice painting and paint design.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 6A. 
 
 BOYS. 
 
 Total time per week 90 minutes, to be divided into two periods of appropriate 
 length for lessons in Working Drawing, Structural and Applied Design and 
 Object Drawing. 
 
 WORKING DRAWING.— Develop and emphasize the purpose of working 
 drawings. 
 
 Aim to secure Clear and well placed free hand sketches, followed by accurate 
 mechanical drawings, carefully lettered and dimensioned. Insist on neatness in 
 execution. 
 
 DESIGN.— In STRUCTURAL DESIGN develop law of Fitness to purpose— 
 i. e., that use determines form and material, and that desire for strength and beauty 
 determines proportions. 
 
 Two Lessons Each Week. 
 
 1. Teach use of drawing board. Prac- 
 
 tice exercises in ruling horizon- 
 tal, vertical and oblique lines with 
 T square and triangle. 
 
 2. Working Drawing (free hand)— 
 
 Pencil tray. Two views, full size. 
 Extension, dimension center lines 
 indicated and dimensions marked. 
 
 3. Practice free hand printing and 
 
 numbering. 
 
 4. Working Drawing (mechanical) — 
 
 Pencil tray, from sketches made 
 2d lesson. Extension dimension 
 lines, etc., indicated. Print name 
 and title. Vertical dimensions 
 should be turned to read from 
 bottom of page toward the top. 
 
 5. Working Drawing (free hand — 3 
 
 views — 3rd angle drawing) from 
 model furnished by Shop In- 
 structor or from Clock Bracket 
 or other model furnished by Spe- 
 cial Teacher. Extension, dimen- 
 sion lines, etc., indicated. Use 
 hard pencil. 
 
 Study model to develop princi- 
 ples of structural design (fitness 
 of model to purpose, beauty of 
 proportion, proper relation of 
 parts, etc.), with a view toward 
 the making by each pupil of a 
 model showing original dimen- 
 sions. 
 
 6. Each pupil will plan within given 
 
 limitations, original proportions 
 for his model. The dimensions 
 planned may be marked upon the 
 free hand working drawing made 
 last lesson. If necessary a new 
 free hand drawing will be made 
 and dimensioned. 
 
 7. Plan original modification in outline 
 
 of model dimensioned last lesson. 
 Make several sketches. 
 
 8. Each pupil will draw, full size, such 
 
 part of the model as is modified 
 in outline. This drawing is to 
 be followed in shop or class- 
 room in the construction of the 
 original form. 
 
 9. Working Drawing (mechanical) 
 
 of model designed 6th lesson. 
 Position of drawing on paper to 
 be decided by pupil. Three views 
 lightly drawn showing parts of 
 model, without modified outline. 
 
 ID. Make careful drawing of such part 
 of the model as is modified in 
 outline. Cut this out and use as 
 template in completing working- 
 drawing. Extension, dimension 
 lines, etc., indicated, and dimen- 
 sions marked. Print name and 
 title. 
 
 Issued Feb. 1903. 
 
 Dept. of Education, N. Y. C.
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge: of Balance 
 -equalized weights <.r consistency of attractions. Rhythm— contiiuious or re- 
 lated movement, Harmony— consistency or relationship of masses. 
 
 lunphasize the proper relation of the decorating mass to the space deco- 
 rated, and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 1 1. 
 
 12. 
 
 »3- 
 
 14. 
 
 Design for constructed form. Orig- 
 inal sketches, conventionalized 
 flower or flower and leaf, for de- 
 sign for constructed form. 
 
 Continue sketches for desig^n. 
 
 Complete design for constructed 
 form. 
 
 Trace on paper design for con- 
 structed form. Make two trac- 
 ings, one to be painted, the other 
 to use in tracing design on wood. 
 
 15. Practice painting flat washes of 
 
 grayed colors, suitable for stain- 
 ing wood, as illustrated on color 
 chart. Paint background of de- 
 sign. 
 
 16. Practice painting units for design 
 
 in colors, showing harmonious 
 relations with background color. 
 
 17. Paint desig^. 
 
 OBJECT DRAWING.— Aim to secure correct foreshortening and accent 
 in drawings of familiar cylindrical and prismatic objects. Require careful study 
 i.t relative size an : position of objects in simple groups, and tests by pencil 
 holdlni: .111(1 pencil measurement of directions and proportions. 
 
 In all drawings seek quality of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 18. Draw cylinder capped by smaller 
 
 cylindrical plinth (made of 
 paper), below eye, or 
 Picture Study: "The Balloon" — 
 Dupre. 
 
 19. Sketch group, cylindrical object, as 
 
 •"■ ■ r bottle, below eye, and vege- 
 Decide on general propor- 
 ii<>u> of group; on placing of 
 drawing on paper ; on relative 
 proportions, and position of ob- 
 jects. Sketch lightly each object. 
 
 20. Complete drawing of group 
 
 sketched 17th lesson. 
 Group placed in position and 
 studied. Errors in proportion 
 and apjxjarance corrected. Com- 
 plete drawing — attention to ren- 
 dering. , 
 
 21. Test Drawing. — Group, cylindrical 
 
 object and vegetable. Develop- 
 ment of lesson to precede draw- 
 ing- 
 
 22. Draw vegetable form, or 
 
 Picture Study : "Lost" — Schenck. 
 
 2^. Draw square prism, on side, turned 
 at 30° and 60°. 
 
 24. Draw square prism, on side, turned 
 at unequal angles. 
 
 2=). Test Drawing. — Square prism 
 turned at unequal angles. De- 
 velopment of lesson to precede 
 drawing. 
 
 26. 
 
 28 
 
 Draw vegetable form, or 
 
 Picture Stuily : "Columbus at the 
 Court of Spain" — Von Brozik. 
 
 Book or box turned .■.t v.nequal 
 angles. Make several quick 
 sketches. 
 
 Sketch book or box turned at un- 
 equal angles. General propor- 
 tions ; position on paper ; relative 
 proportions. Sketch object 
 lightly. 
 
 29. Complete drawing of book or box, 
 or 
 
 Picture Study: "The Edge of the 
 Woods" — Rousseau. 
 
 30. Test Drawing. — Book or box, 
 
 turned at unequal angles. De- 
 velopment of lesson to precede 
 drawing.
 
 31. Blocking in leaf with turned edges, 33. Blocking in and drawing leaf with 
 
 or turned edges, or 
 
 Paint vegetable with leaves in ^^^"^ spray or flower in water 
 
 water color. color. 
 
 Z2. Blocking in leaf with turned edges. ^^- ^rawleaf or simple spray, or 
 
 ^ ^ *= Paint spray or flower in wz 
 
 color, or 
 
 Paint vegetable or spray in water Picture Study : "Moses, Joshua, 
 
 color. Elijah"— Sargent. 
 
 or 
 
 ,'ater 
 
 GIRLS. 
 
 Total time per week 120 minutes, to be divided into two periods of appro- 
 priate length, for lessons in Object Drawing and Constructive Work with Applied 
 Design. For constructive work use oak tag, bogus or cartridge paper, gingham, 
 denim, straw board or other available material. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge: of Balance- 
 equalized weights or consistency of attractions, Rhythm — continuous or related 
 movement, Harmony — consistency or relationship of masses. 
 
 Emphasize the proper relation of the decorating mass to the space decorated, 
 and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 1. Design for collar, pin cushion cover, 
 
 work bag, head rest, table mat. 
 Original sketches, conventional- 
 ized flower form, or 
 Draw pattern for picture frame, 
 scrap book or portfolio. 
 
 2. Continue with unit for design on 
 
 cloth, or 
 
 Continue with pattern for con- 
 structed form. 
 
 3. Complete unit for design on cloth, 
 or 
 
 Complete constructed form. 
 
 4. Trace design on cloth, or 
 
 Original sketches, conventional- 
 ized flower form, for design for 
 constructed form. 
 
 5. Practice painting and commence 
 
 painting design on cloth, or 
 Continue with sketches for unit 
 for design for constructed form. 
 
 6. Complete painting design on cloth, 
 or 
 
 Complete unit for constructed 
 form and trace design. 
 
 7. Draw pattern for scrap book, port- 
 
 folio, picture frame, or 
 Paint design on constructed 
 form. Grayed colors illustrated 
 on color chart. 
 
 8. Continue with pattern for construct- 
 
 ed form, or 
 
 Design for work bag, book bag, 
 portfolio. Make original sketches, 
 conventionalized flower form. 
 
 9. Complete form of 8th lesson, or 
 
 Continue with unit for design on 
 cloth. 
 
 10. Design for constructed form. Origi- 
 
 nal sketches, conventionalized 
 flower form, or 
 
 Complete unit for design on 
 - cloth. 
 
 11. Complete unit for design for con- 
 
 structed form, and trace, or 
 Trace design on cloth. 
 
 12. Paint designs: grayed colors illus- 
 
 trated on color chart.
 
 OBJECT DRAWING.— Aim to secure correct foreshortening: and Accent 
 in (Irawinjjs of familiar cyliiulrical and prismatic objects. Require careful study 
 of relative size ami position of objects in simple groups, and tests by pencil 
 holding and pencil measurements of directions and proportions. 
 
 In all drawings seek quality of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 13. Object Drawing. — Draw cylinder 
 
 capped by smaller cylindrical 
 
 plinth (made of paper) below 
 
 eye, or 
 
 Picture Study : "The Balloon" — 
 
 Dupre. 
 
 14. >kctch group, cylindrical oliject, as 
 
 jar or Ix^ttle, below eye, and vege- 
 table. 
 
 N(.>te size and placing; general 
 proportions ; relative proportions 
 and position of objects. Sketch 
 whole group lightly. 
 
 15. Complete drawing of group. Group 
 
 placed in position. Errors in pro- 
 portion and appearance corrected. 
 Complete drawing with attention 
 to rendering. 
 
 10. lest Drawing. — Group, cylindrical 
 object and vegetable. Develop- 
 ment of lesson to precede draw- 
 ing. 
 
 17. Draw vegetable form, or 
 
 Picture Study : "Lost" — Schenck. 
 
 18. Draw square prism on side, turned 
 
 at 30° and 60°. Make several 
 quick sketches of solid turned at 
 different angles. 
 
 19. Draw scjuare prism, on side, at un- 
 
 equal angles. 
 
 20. Test Drawing. — Square prism, 
 
 turned at unequal angles. De- 
 velopment of lesson to precede 
 drawing. 
 
 21. Draw vegetable fonn, or 
 
 Picture Study : "Columbus at the 
 Court of Spain" — Von Brozik. 
 
 22. Book or box, turned at 30° and 60°. 
 
 Make several quick sketches of 
 object at different angles. 
 
 23. Sketch book or box turned at un- 
 
 equal angles. 
 
 24. Complete drawing of book or box. 
 
 Pest Drawing. — Book or box 
 turned at unequal angles. De- 
 velopment of lesson to precede 
 drawing ; or 
 
 Picture Study : "The Edge of the 
 Woods" — Rousseau. 
 
 -0 
 
 26. 
 
 Plant Form Drawling 
 
 Blocking in 
 leaf wnth turned edges, or 
 Paint vegetable with leaves in 
 water color. 
 
 27. Blocking in and drawing leaf with 
 
 turned edges, or 
 
 Paint vegetable or spray in water 
 
 color. 
 
 28. Blocking in and drawing leaf, or 
 
 simple spray, or 
 
 Paint spray or flow-er in water 
 
 color, 
 
 29. Draw leaf or simple spray, or 
 
 Paint spray or flower in water 
 color, or 
 
 Picture Study: "Moses, Joshua, 
 Eli j ah' ' — Sargent. 
 
 Desig^. — Decorative Arrangement. 
 
 30. Design for initial letter, tail piece, 
 note book cover, composition or 
 library list cover. Decorative ar- 
 rangement, spray of leaves. Make 
 sketches. 
 
 32. Trace design. 
 
 33. Practice painting for design. Grayed 
 
 colors, illustrated on color chart. 
 
 31. Complete decorative arrangement. 34. Paint design
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 6B. 
 BOYS. 
 
 Total time per week 90 minutes, to be divided into two periods of appro- 
 priate length, for lessons in Working Drawing, Structural and Applied Design 
 and Object Drawing. 
 
 WORKING DRAWING. — Develop and emphasize the purpose of working 
 drawings. 
 
 Aim to secure Clear and well placed free hand sketches, followed by accurate 
 mechanical drawings, carefully lettered and dimensioned. Insist on neatness 
 in execution. 
 
 DESIGN.— In STRUCTURAL DESIGN develop law of Fitness to purpose 
 
 — /. e., that use determines form and material, and that desire for strength 
 and beauty determines proportions. 
 
 Two Lessons Each Week. 
 
 1. Working Drawing (free hand). 
 
 End mortise joint. Two views, 
 half size. Extension, dimension, 
 lines, etc. 
 
 2. Working Drawing (mechanical). 
 
 End mortise joint. From 
 sketches made ist lesson. Ver- 
 tical dimensions should be turned 
 to read from bottom of page to- 
 ward the top. 
 
 3. Practice free hand printing and 
 
 numbering. Print name and 
 title on working drawing. 
 
 4. Working Drawing (free hand — 3rd 
 
 angle, 3 views). From model 
 furnished by Shop Instructor, or 
 from Ink Stand or other model 
 furnished by Special Teacher. 
 ■ Extension, dimension lines, etc., 
 indicated. Use hard pencils. 
 Study of model to develop the 
 principles of structural design 
 (fitness of model to purpose; 
 beauty in proportion, proper re- 
 lation of parts), with a view to 
 the making by each pupil of a 
 model showiiog original dimen- 
 sions. 
 
 5. Each pupil will plan within given 
 
 limitations original proportions 
 
 for his model. The dimensions 
 planned may be marked upon 
 the free hand working drawing 
 made last lesson. If necessary a 
 new free hand drawing will be 
 made and dimensioned. 
 
 Plan original modifications in out- 
 line of model dimensioned last 
 lesson. Make "several sketches. 
 
 Each pupil will draw full size such 
 part of the model as is modified 
 in outline. This drawing is to 
 be followed in shop or class room 
 in the construction of the original 
 form. 
 
 Working Drawing (mechanical) of 
 original model from sketches 
 made 6th lesson. Position of 
 drawing on paper to be decided 
 by pupil. Three views, lightly 
 drawn, showing parts of original 
 model, without modified outline. 
 Practice printing name and title. 
 
 Make careful drawings of parts 
 showing modified outline, cut 
 these out and use as templates in 
 completing working drawing. 
 Extension, dimension lines, etc. 
 Print name and title. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge: of Balance 
 —equalized weights or consistency of attractions, Rhythm— continuous or re- 
 lated movement, Harmony— consistency or relationship of masses. 
 
 Issued Feb. 1903. 
 
 Dept, of Etiucation, N. Y. C.
 
 l-:,Hi.liasi/e in.- i.roi.cr relation of the decorating mass to the space decorated, 
 and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 10. 
 
 II. 
 
 12. 
 
 13- 
 14 
 
 Design for constructed fonn. 
 Sketches, original units from 
 flower or from leaf and flower. 
 
 Continue with sketclies for design 
 for constructed form. 
 
 Continue with sketches for design. 
 
 Complete design for constructed 
 form. 
 
 Trace on pajHir design for con- 
 structed form. 
 
 Make two tracings. One to be 
 painted, the other to be used in 
 
 15- 
 
 i6. 
 
 tracing design on constructed 
 form. 
 
 Practice painting flat washes of 
 grayed colors suitable for stain- 
 ing wood, as illustrated on color 
 chart, and 
 Paint background of design. 
 
 Practice painting units for desigfn 
 in colors showing harmonious 
 relations with background color. 
 
 17. Complete painting design. 
 
 OBJECT DRAWING.— Aim to secure correct foreshortening and accent 
 in drawings of familiar cylindrical and prismatic objects, vegetable and leaf 
 forms. Require careful study of relative size and position of objects in simple 
 groups; and tests by pencil holding and pencil measurements of directions and 
 proj>ortions. I'sc individual iiiotlcls wherever possible. 
 
 In all drawings seek quality of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 18. Draw cylindrical object, below or 
 
 alxjve eye, or 
 
 Picture Study: "Morning in Al- 
 sace" — Marchal. 
 
 19. Sketch group, as jar and water cup. 
 
 Note size and placing. General 
 proportions of group. Relative 
 pro|K)rtions and position of ob- 
 jects. Sketch whole group lightly. 
 
 20. Complete draw ing of group sketched 
 
 17th lesson. 
 
 Group placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete dr.iw iiiL' ;ittfnfi( III to ren- 
 dering. 
 
 21. Test Drawing. Liroup. c_\lmdncal 
 
 object and cup or vegetable. De- 
 velopment of lesson to precede 
 drawing. 
 
 22. Draw vegetable form, or 
 
 Picture Study: "Reading from 
 Homer" — Alma Tadema. 
 
 23. Sketcli two books turned, or straw- 
 
 berry box turned. 
 Note size and placing. General 
 proportions ; relative proportions. 
 Sketch group or object lightly. 
 
 24. Complete drawing sketched 23rd 
 
 lesson, or 
 
 Proceed as in lesson 20, or 
 Picture Study: "John Alden 
 and Priscilla" — Boughton. 
 
 25. Triangular prism, horizontal and 
 
 turned. Make several quick 
 sketches of the model turned at 
 different angles. 
 
 26. Draw triangular prism, horizontal 
 
 and turned. 
 
 27. Test Drawing. — Triangular prism, 
 
 horizontal and turned. Develop- 
 ment of lesson to precede draw- 
 ing. 
 
 28. Sketch book, partly open, standing 
 
 on long edges, turned like tri- 
 angular prism. 
 Proceed as in lesson 19. 
 
 29. Complete dra\ying of book, sketched 
 
 last lesson. 
 
 30. Draw vegetable, foreshortened, or 
 
 Picture Study : "Harlem River- 
 Evening" — Parton. 
 
 31. Plant Form Drawing. — Blocking in 
 
 foreshortened leaf, or 
 
 Paint vegetable with leaves in 
 
 water color.
 
 32. Blocking in foreshortened leaf, or 
 
 Paint vegetable or spray in water 
 color. 
 
 33. Blocking in and drawing foreshort- 
 
 ened leaf. Attention to render- 
 ing, or 
 
 Paint spray or flower in water 
 color. 
 
 34. Blocking in and drawing leaf or 
 simple spray, or 
 
 Picture Study : "Delphic Oracle" 
 — Michael Angelo. 
 
 GIRLS, 
 
 Total time per week 90 minutes, to be divided into two periods of appro- 
 priate length, for lessons in Object Drawing, and Constructive Work with 
 Applied Design. For constructive work use oak tag, bogus or cartridge paper, 
 gingham, denim, straw board or other available material. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge: of Balance 
 — equalized weights or consistency of attractions, Rhythm — continuous or 
 related movement. Harmony — consistency or relationship of mass. 
 
 Emphasize the proper relation of the decorating mass to the space deco- 
 rated, and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 1. Design for collar, table mat, bureau 
 
 scarf or cushion cover. Original 
 sketches, conventionalized unit, 
 from flower, or from leaf and 
 flower, or 
 
 Draw pattern for book, work bas- 
 ket or portfolio. 
 
 2. Continue sketches for convention- 
 
 alized unit, or 
 
 Continue pattern for constructed 
 
 form. 
 
 3. Complete conventionalized unit for 
 
 design on cloth, or 
 Complete constructed form. 
 
 4. Trace design on cloth, or 
 
 Make original sketches, conven- 
 tionalized unit, from flower, or 
 leaf and flower, for design for 
 form completed 3rd lesson. 
 
 5. Practice painting and commence 
 
 painting design on cloth, or 
 Continue sketches for conven- 
 tionalized unit for design for 
 constructed form. 
 
 6. Complete painting design on cloth, 12. 
 
 or 
 
 Complete unit for constructed 
 
 form and trace. 
 
 7. Draw pattern for book, work basket, 
 portfolio, etc., or 
 Paint design on constructed 
 form. Grayed colors, illustrated 
 on color chart. 
 
 8. Continue with pattern for con- 
 structed form or 
 Design for table mat, bureau 
 scarf, portfolio. Make original 
 sketches, conventionalized unit 
 from flower, or leaf and flower. 
 
 9. Complete form of 8tli lesson, or 
 Continue sketches for conven- 
 tionalized unit. 
 
 10. Design for form made 9th lesson. 
 Original sketches, conventional- 
 ized unit, from flower or from 
 leaf and flower, or 
 Complete unit for design on cloth 
 and trace. 
 
 Complete unit for design for con- 
 structed form, and trace, or 
 Practice painting and commence 
 painting design on cloth. Grayed 
 colors, illustrated on color chart. 
 
 Paint design on constructed form, 
 
 or 
 
 Complete painting design on 
 cloth. 
 
 II. 
 
 OBJECT DRAWING— Aim to secure correct foreshortening: and accent 
 
 in drawings of familiar cylindrical and prismatic objects, vegetable and leaf 
 forms. Require careful study of relative size and position of objects in simple
 
 groups; and tests by pencil holding: ;incl pencil measurements of directions and 
 proportions. Use individual models wherever possible. 
 
 In all drawings seek quality Of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 13. Object Drawing. — Draw cylindrical 
 
 object, below or above eye, or 
 Picture Study: "Morning in Al- 
 sace" — Marchal. 
 
 14. Sketch group, as jar and water cup. 
 
 Note size and placing. General 
 proportions of wiiolc group; rel- 
 ative proportions and position of 
 objects. Sk( tell whole tjroup 
 lightly. 
 
 15. Complete drawing ot group sketched 
 
 last lesson. Groups placed and 
 studied. Errors in proportion, 
 appearance and placing of objects 
 corrected. Drawing completed 
 with attention to rendering. 
 
 16. Test Drawing. — Group cylindrical 
 
 object and cup or vegetable. De- 
 velopment of lesson to precede 
 drawing. 
 
 17. Draw vegetable form, or 
 
 Picture Study: "Reading from 
 Homer" — Alma Tadema. 
 
 18. Sketch two books turned, or straw- 
 
 berry box turned. 
 Note size and placing. General 
 proportion and relative propor- 
 tions. Sketch lightly. 
 
 ly. Complete drawing sketched iSth 
 lesson. 
 
 Objects present and studied. 
 Errors in proportion and appear- 
 ance corrected. Drawing com- 
 pleted with attention to rendering. 
 
 20. Draw foreshortened vegetable, or 
 
 Picture Study: "John Alden and 
 Priscilla" — Boughton. 
 
 21. Triang^ilar prism, horizontal and 
 
 turned. Make several quick 
 
 .V'- 
 
 3» 
 
 sketches of model turned at dif- 
 ferent angles. 
 
 22. Draw triangular prism, horizontal 
 and turned. 
 
 2^. Test Drawing. — Triangular prism, 
 horizontal and turned. Develop- 
 ment of lesson to precede draw- 
 ing. 
 
 24. Sketch book, partly open standing 
 
 on long edges, turned like tri- 
 angular prism. 
 
 Note size and placing. General 
 proportions ; relative proportions. 
 Sketch object lightly. 
 
 25. Complete drawing of book sketched 
 
 last lesson. 
 
 Object placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete drawmg with attention to 
 rendering, or 
 
 Picture Study : "Harlem River — 
 Evening" — Parton. 
 
 26. Plant Form Drawing. — Blocking in 
 
 foreshortened leaf, or 
 
 Paint vegetable with leaves in 
 
 water color. 
 
 2j. Blocking in foreshortened leaf, or 
 
 Paint vegetable or spray in water 
 color. 
 
 28. Blocking in and drawing foreshort- 
 
 ened leaf. Attention to render- 
 ing, or 
 
 Paint spray or flower in water 
 color. 
 
 29. Blocking in and drawing simple 
 
 spray, or 
 
 Picture Study : "Delphic Oracle" 
 
 — Michael Angelo. 
 
 Design. — Decorative Arrangement. 
 
 1 'csign. lur cu_k book cover, menu 
 card or note hook cover. Deco- 
 •inent, spray of 
 ketche?. 
 
 Continue sketches for decorative ar- 
 rangciv- "' 
 
 32. Trace decorative arrangement. 
 
 33. Practice painting for design. 
 
 Grayed colors, illustrated on col- 
 or chart. 
 
 34. Paint designs.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 7A. 
 BOYS. 
 
 Total time per week 90 minutes, to be divided into two periods of appro- 
 priate length for lessons in Object Drawing, Working Drawing, Structural 
 and Applied Design. 
 
 WORKING DRAWING.— Develop and emphasize the purpose of work- 
 ing drawings. 
 
 Aim to secure Clear and well placed free hand skctclics. followed by accu- 
 rate mechanical drawings, carefully lettered and dimensioned. Insist on neatness 
 in execution. 
 
 STRUCTURAL DESIGN. — Aim to develop law of Fitness to purpose— 
 
 t. e., that use determines form and material, and that desire for strength and bcautv 
 determines proportions. 
 
 Two Lessons Each Week. 
 
 1. Working Drawing (free hand ; three 
 
 views, 3rd angle), from model 
 furnished by Shop Instructor, or 
 from Box with cover, or other 
 model furnished by Special 
 Teacher. Extension, dimension 
 lines, etc., indicated. Use hard 
 pencils. 
 
 Study of model to develop prin- 
 ciples of structural design (fit- 
 ness of model to purpose ; beauty 
 in proportion, proper relation of 
 parts) with a view toward the 
 making, by each pupil, of a mo- 
 del showing original dimensions. 
 
 2. Each pupil will plan, within given 
 
 limitations, original proportions 
 for his model. 
 
 The dimensions planned may be 
 marked upon the free hand work- 
 ing drawing made last lesson. If 
 necessary a new free hand draw- 
 ing will be made and dimen- 
 sioned. Vertical dimensions 
 should be turned to read from 
 bottom of page toward the top. 
 
 3. Plan original modifications in out- 
 
 line of model dimensioned last 
 lesson. Make several sketches, 
 
 or 
 
 Complete free 
 drawine: of Box. 
 
 hand working 
 
 4. Each pupil will draw, full size, such 
 
 ])art of model as is modified in 
 outline. 
 
 This drawing is to be followed 
 in shop or class room in the con- 
 struction of the original form. 
 In classes where Box has been 
 designed: practice in free hand 
 printing and numbering. 
 
 5. Working Drawing (mechanical) of 
 
 original model from free hand 
 working drawing. Position of 
 views on paper, decided by each 
 pupil. 
 
 6. Continue working drawing of origi- 
 
 nal model. Three views drawn 
 showing parts without modified 
 outline. 
 
 7. Continue working drawing. ]\Iake 
 
 careful drawings of such parts as 
 show modified outlines. Cut 
 these out to use as templates in 
 completing working drawing. 
 
 8. Practice in free hand printing and 
 
 numbering. Practice also print- 
 ing name of pupil and title of 
 drawing. 
 
 9. Complete working drawing. Trace 
 
 parts showing modified outlines. 
 Dimension and letter drawings. 
 
 Issued Feb. 1903. 
 
 Uept. of Education, N. Y. C.
 
 In APPLIED DESIGN aim to develop knowledge: of Balance— equalized 
 weights or consistency of attractions, Rhythm— continuous or related move- 
 ment. Harmony— consistency or relationship of masses. 
 
 Emphasize the proper relation ».f the decorating mass to the space decorated, 
 and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 10. Design for constructed form. 
 
 Original sketches, conventional- 
 izcil unit from leaf and flower. 
 
 11. Continue sketches for design. 
 
 12. Continue sketches for design. 
 
 13. Conii)lele design for constructed 
 
 form. 
 
 14. Make two tracings of design. One 
 
 of these is to be painted, the other 
 
 16. 
 
 to be used in tracing design on 
 constructed form. 
 
 Practice painting flat washes of col- 
 or, suitable for staining wood, as 
 illustrated on color chart. Paint 
 background of design. 
 
 Practice painting units for design 
 in colors showing harmonious re- 
 lations with background color. 
 
 Complete painting design. 
 
 OBJECT DRAWING.— Aim to secure correct foreshortening and accent 
 in drawings of familiar cylindrical and conical objects, vegetable and leaf forms 
 in various positions. Require careful study of relative Size and position of 
 objects in simple groups; and tests by pencil holding and pencil measurements 
 ot directions and proportions. Use individual models wherever possible. 
 
 In all drawings seek quality Of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 18. Object Drawing, — Study cylinder 
 
 on side, turned in different posi- 
 tions. Sketch axes and appear- 
 ance of end only, or 
 Picture Study : "Shepherdess" — 
 Le Rolle. 
 
 19. Draw cylinder, horizontal and 
 
 turned. Make several sketches 
 of model turned at different 
 angles. 
 
 20. Draw cylinder, horizontal and 
 
 turned. 
 
 21. Test Drawing. — Cylinder, horizon- 
 
 tal and turned. Development of 
 lesson to precede drawing. 
 
 22. Draw foreshortened vegetable, or 
 
 strawljcrry box turned, or 
 Group cylinder standing and cyl- 
 inder lying and turned, or 
 Picture Study : "Aurora" — Reni. 
 2^. Sketch group. Cylindrical object 
 on side, turned, and vegetable. 
 Note size and placing. General 
 proportions of group ; relative 
 proportions and position of ob- 
 jects. Sketch whole g^oup 
 lightly. 
 
 24. Complete drawing of group sketched 
 
 2 1 St lesson. 
 
 Groups placed and studied. Er- 
 rors in proportion and appear- 
 ance of objects corrected. Draw- 
 ing completed with attention to 
 rendering. 
 
 25. Cone on side, turned, base visible. 
 
 Make several sketches of model 
 turned at different angles. 
 
 26. Draw cone, on side, turned. 
 
 2j. Test Drawing. — Cone, on side, 
 turned. Development of lesson 
 to precede drawing, or 
 Picture Study: "Joan of Arc" — 
 Le Page. 
 
 28. Sketch conical object, as funnel, on 
 
 side, turned. 
 
 Proceed as in lesson 23, 
 
 29. Complete drawing of object sketched 
 
 last lesson. Attention to render- 
 ing. 
 Proceed as in lesson 24. 
 
 30. Draw vegetable form, or 
 
 Picture Study: "Autumn Oaks" 
 — Inness.
 
 31. Plant Form Drawing. — Blocking in 
 
 and drawing simple spray, or 
 Paint vegetable or spray in water 
 color. 
 
 32. Draw simple spray, or 
 
 Paint spray or flower in water 
 color. 
 
 33. Draw simple spray, 
 or 
 
 Paint spray or flower in water 
 color. 
 
 34. Draw simple spray, 
 or 
 
 Paint spray or flower in water 
 color, or 
 
 Picture Study : "The Angelus" 
 
 —Millet. 
 
 GIRLS. 
 
 Total time per week 90 minutes, to be divided into two periods of appro- 
 priate length for lessons in Object Drawing and Constructive Work with Ap- 
 plied Design. For constructive work use oak tag, bogus or cartridge paper, 
 gingham, denim, straw board or other available material. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge : of Balance 
 — equality of weights or consistency of attractions, Rhythm — continuous or 
 related movement, Harmony — consistency or relationship of masses. 
 
 Emphasize the proper relation of the decorating mass to the space deco- 
 rated, and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 1. Design for tray cloth, table cloth, 
 
 cushion cover, etc. Original 
 sketches, conventionalized unit 
 from flower and leaf, or 
 Draw pattern for waste basket, 
 or portfolio. 
 
 2. Continue sketches for design on 
 
 cloth, or 
 
 Continue with form to be con- 
 structed. 
 
 3. Complete unit for design on cloth, 
 or 
 
 Complete constructed form. 
 
 4. Trace design on cloth, or 
 
 Design for constructed form — 
 original sketches, conventional- 
 ized unit from leaf and flower. 
 
 5. Practice painting grayed colors, il- 
 
 lustrated on color chart, and 
 commence painting design on 
 cloth, or 
 
 Continue with sketches for de- 
 signs for form completed 4th 
 lesson. 
 
 6. Continue painting design on cloth. 
 
 or 
 
 Complete design for constructed 
 form and trace. 
 
 7. Complete painting design on cloth, 
 or 
 
 Paint design on constructed 
 form. 
 
 8. Draw pattern for waste basket, 
 
 work basket, portfolio, collar 
 box, or 
 
 Design for table mat, bureau 
 scarf, cushion cover, tray cloth : 
 original sketches, conventional- 
 ized unit, from leaf and flower. 
 
 9. Complete design for constructed 
 
 form, or 
 
 Continue sketches for design on 
 
 cloth. 
 
 10. Design for constructed form : make 
 
 original sketches, conventional- 
 ized unit from leaf and flower, or 
 Complete unit for design on cloth. 
 
 11. Complete design for constructed 
 
 form, and trace, or 
 Trace design on cloth. 
 
 12. Practice painting and commence 
 
 painting designs on constructed 
 forms or on cloth. 
 
 13. Complete painting designs on con- 
 
 structed forms or on cloth.
 
 OBJECT DRAWING.— Aim to secure correct foreshortening and accent 
 in drawing's of familiar cylindrical and conical objcci"^, vo^vlablc and leaf forms 
 in various positions. Require careful study of relative size and position of 
 objects in .simple groups; and tes'.s by pencil holding: and pencil measurements 
 of directions and proiiortions. I'm' individual models who rover possible. 
 
 In all drawings seek quality of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 14. Object Drawing. — Study cylinder, 
 
 on side, turned in ditYerent posi- 
 tions. 
 
 Sketch axes and appearance of 
 end only, or 
 
 Picture St"'lv • "Sliopherdess" — 
 Le Rolle. 
 
 15. Draw cylinder, horizontal and 
 
 turned. 
 
 16. Draw cylinder, horizontal and 
 
 turned in dift'erent position. 
 
 17. Test Drawing. — Cylinder, horizon- 
 
 tal and turned. 
 
 iS. Draw foreshortened vegetable, or 
 strawlx'rry box. turned, or 
 ('iroup, cylinder standing and cyl- 
 inder horizontal and turned, or 
 Picture Study: "Aurora" — Reni. 
 
 19. Sketch group, cylindrical object on 
 
 side. turned, and vegetable. 
 .Note size and placing. General 
 proportions of gronp ; relative 
 proportions and position of ob- 
 jects. Sketch whole group 
 lightly. 
 
 20. Complete drawing of group sketched 
 
 19th lesson. 
 
 Groups placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete drawing witli attention to 
 rendering. 
 
 21. Draw foreshortened vegetable, or 
 
 Group, cylindrical object, on side, 
 aiul vegetable, or 
 Picture Study: "Joan of Arc" — 
 Le Page. 
 
 22. Cone, on side, base visible. Make 
 
 several quick sketches of model, 
 turned at dififerent angles. 
 
 23. Draw cone on side, base visible. 
 
 24. 
 
 Test Drawing. — Cone on side, 
 turned. Development of lesson 
 to precede drawing. 
 
 25. Sketch conical object as funnel, on 
 
 side, turned. Direction of axes, 
 general proportions, relative pro- 
 portions. Sketch object lightly. 
 
 26. Com])lete drawing of object sketched 
 
 last lesson. 
 
 Object placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Com- 
 plete drawing with attention to 
 rendering, or 
 
 Picture Study :. "Autumn Oaks" 
 — Inness. 
 
 2j. Plant l''orm Drawing. — Blocking in 
 and drawing foreshortened leaf, 
 or 
 
 Paint vegetable in water color. 
 
 28. Blocking in and drawing simple 
 
 spray, or 
 
 Paint vegetable or spray in water 
 
 color. 
 
 29. Draw simple spray, or 
 
 Paint spray or flower in water 
 color. 
 
 30. Draw simple spray, or 
 
 Paint spray or flower in water 
 
 color, or 
 
 Picture Studv : "The Angelus" 
 
 —Millet. 
 
 Design. — Decorative Arrangement. 
 
 31. Design for library list cover, book 
 plate, magazine cover, note book 
 cover, portfolio, or menu card. 
 Decorative arrangement. Spray 
 of leaves or leaves and flower. 
 Make sketches. 
 
 32. Continue with sketches for decora- 
 
 tive arrangement. 
 
 33. Trace decorative arrangement. 
 
 34. Paint design. Grayed colors, il- 
 
 lustrated on color chart.
 
 Suggested Exercises in Drawing, Constructive Work and Design. 
 
 GRADE 7B. 
 BOYS. 
 
 Total time per week 90 minutes, to be divided into two periods of appro- 
 priate length, for lessons in Object Drawing, Working Drawing, Structural 
 and Applied Design. 
 
 WORKING DRAWING. — Develop and emphasize the purpose of work- 
 mg drawings. 
 
 Aim to secure Clear and well placed free hand sketches, followed by accu- 
 rate mechanical drawings, carefully lettered and dimensioned. Insist on neatness 
 in execution. 
 
 STRUCTURAL DESIGN.— Aim to develop law of Fitness to purpose— 
 i. e., that use determines form and material, and that desire for strength and 
 beauty determines proportions. 
 
 Two Lessons Each Week. 
 
 I. Working Drawing: (free hand — 
 3rd angle — 3 views) from model 
 furnislied by Shop Instructor, or 
 From paper holder, or other 
 model, furnished by Special 
 Teacher. 
 
 Extension, dimension lines, etc., 
 indicated. L^se hard pencils. 
 
 Study of model to develop prin- 
 ciples of constructive design (fit- 
 ness of model to purpose ; beauty 
 in proportion ; proper relation of 
 parts), with a view to the making 
 by each pupil of a model show- 
 ing original dimensions. 
 
 2. Each pupil will plan, within given 
 limitations, original proportions 
 for his model. The dimensions 
 planned may be marked upon 
 the free hand working drawing 
 made last lesson. If necessary 
 a new free hand drawing will be 
 made and dimensioned. Vertical 
 dimensions should be turned to 
 read from bottom of page toward 
 the top. 
 
 3. Plan original modifications in out- 
 
 line of model dimensioned last 
 lesson. ]\Iake several sketches. 
 
 Each pupil will draw, full size, such 
 part of the model as is modified 
 in outline. This drawing is to be 
 followed in shop or class room 
 in the construction of the original 
 form. 
 
 Working Drawing (mechanical) of 
 original model from free hand 
 working drawing. Position of 
 views on paper decided upon by 
 each pupil. 
 
 Continue working drawing of origi- 
 nal model. Three views drawn, 
 showing parts of original model 
 without modified outline. 
 
 Continue working drawing. Make 
 careful drawings of parts show- 
 ing modified outline. Cut these 
 out to use as templates in com- 
 pleting working drawing. 
 
 Practice in free hand printing and 
 numbering. Practice also print- 
 ing name of pupil and title of 
 drawing. 
 
 Complete working drawing. Trace 
 l)arts showing modified outlines. 
 Dimension and letter drawings. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge: of Bal- 
 ance—equalized weights or consistency of attractions, Rhythm— continuous ov 
 related movement, and Harmony — consistency or relationship of masses. 
 
 Issued Feb. 1903. 
 
 Dept. of Education, N. Y. C
 
 Emphasize the proper relation of tlie decorating masS to tlie space deco- 
 rated, and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 10. Original design for constructed 
 
 form: make sketches, conven- 
 tionalized imit from leaf and 
 flower. 
 
 11. tontimie witli sketches for design. 
 
 12. Continue with sketches for design. 
 
 13. Complete design for constructed 
 
 form. 
 
 14. Make two tracings on i)aper of de- 
 
 sign for constructed form. One 
 
 of these is to be painted, the other 
 to be used in tracing design on 
 constructed form. 
 
 15. Practice painting flat washes of 
 
 colors, suitable for staining wood, 
 as illustrated on color chart. 
 Paint background of design. 
 
 16. Practice painting units for design in 
 
 colors showing harmonious re- 
 lations with background color. 
 
 17. Complete painting design. 
 
 OBJECT DRAWIXG.— Aim to secure individual work in drawing vege- 
 lahlc. leaf forms and familiar objects singly and in simple groups. Emphasize 
 correct foreshortening:. Require careful pencil tests to determine proportions 
 and directions. Use class models. 
 
 In all drawings emphasize quality of Lne expressive of texture. 
 
 Two Lessons Each Week. 
 
 19. 
 
 20. 
 
 iS. Praw square prism, horizontal and 
 turned. Make several quick 
 sketches of the model turned in 
 ditlcrent jxDsitions, or 
 Picture Study : "The Sower" — 
 Millett. 
 
 Draw s(iuarc prism, horizontal and 
 turned. 
 
 Draw large book, horizontal and 
 turned. 
 . Test Drawing. — Large book or bo.x 
 horizontal and turned. Develop- 
 ment of lesson to precede draw- 
 ing. 
 
 -J. Draw group, cylinder standing and 
 square prism, horizontal and 
 turned, or 
 
 Picture Study : "Mona Lisa" — 
 Da \'inci. 
 
 2^. Sketch group, as cereal box stand- 
 ing and turned, and water cup on 
 side, or 
 
 Book partly open, standing on 
 long edges, turned, like tri-prism. 
 on top of book horizontal and 
 tunied. 
 
 Note size and placing. General 
 and relative proportions and po- 
 sition of objects. Sketch whole 
 group lightly. 
 
 24. Complete drawmg of group, 
 
 sketched 23d lesson. 
 Group placed in position and 
 studied. Errors in proportion 
 and appearance corrected. Draw- 
 ings completed with attention to 
 rendering. 
 
 25. Draw foreshortened vegetable, or 
 
 cone, on side, base visible, or 
 Picture Study : "The Temeraire" 
 — Turner. 
 
 26. Draw cone on side, turned. 
 
 27. Sketch group, flower pot standing 
 
 and one on side, turned, or 
 Cylinder standing and one on 
 side turned. 
 
 28. Sketch group, cylindrical object 
 
 standing and conical object, hori- 
 zontal and turned. 
 Proceed as in lesson 23. 
 
 29. Complete drawing of group 
 
 sketched 27th lesson. Attention 
 
 to rendering. 
 
 Proceed as in lesson 24. 
 
 30. Test Drawing. — Group illustrating 
 
 principles reviewed during the 
 
 term, or 
 
 Picture Study: "Paysage" — 
 
 Corot.
 
 31. Plant Form Drawing. — Blocking in 33. Draw simple spray in vertical posi- 
 
 or 
 
 and drawing foreshortened leaf, 
 
 Paint vegetable or spray in water 
 color. 
 
 2)2. Draw simple spray in vertical posi- 
 tion, or 
 
 Paint vegetable or spray in water 
 color. 
 
 tion, or 
 
 Paint spray or flower in water 
 color. 
 34. Draw simple spray in vertical posi- 
 tion, or 
 
 Paint spray or flower in water 
 color, or 
 
 Picture Study : "Madonna of 
 the Chair" — Raphael. 
 
 GIRLS. 
 
 Total time per week 90 minutes, to be divided into two periods of appro- 
 priate length, for lessons in Object Drawing and Constructive Work with 
 Applied Design. For Constructive Work use oak tag, bogus or cartridge paper, 
 gingham, denim, straw board or other available material. 
 
 DESIGN.— In APPLIED DESIGN aim to develop knowledge: of Bal- 
 ance — equalized weights or consistency of attractions, Rhytlun — continuous or 
 related movement, and Harmony — consistency or relationship of masses. 
 
 Emphasize the proper relation of the decorating mass to the Space deco- 
 rated, and the refinement of the elements of the mass. 
 
 Two Lessons Each Week. 
 
 I. 
 
 Design for cushion cover, table 
 cover, tray cloth, bureau scarf, 
 table mat. Original sketches, 
 conventionalized unit from flow- 
 er and leaf, or 
 
 Draw pattern for glove box, 
 work box, necktie box. 
 
 Continue with sketches for design 
 on cloth, or 
 
 Continue with form commenced 
 1st lesson. 
 
 Complete unit for design on cloth, or 
 Complete form commenced ist 
 lesson. 
 
 Trace design on cloth, or , 
 
 Design for constructed form : 
 original sketches, conventional- 
 ized unit from flower and leaf. 
 
 Complete tracing design on cloth, or 
 Continue with original design for 
 constructed form. 
 
 Practice painting and commence 
 painting design on cloth, or 
 Complete unit for constructed 
 form and trace design. 
 
 Complete painting design on cloth, 
 or 
 
 Paint desio-n on constructed 
 
 10. 
 
 II, 
 
 12. 
 
 form. Grayed colors, illustrated 
 on color chart. 
 
 Draw pattern for glove box, work 
 box, necktie or cuff box, or 
 Design for cushion cover, table 
 cover, bureau scarf, table mat: 
 make original sketches, conven- 
 tionalized unit from leaf and 
 flower. 
 
 Complete form commenced 8th les- 
 son, or 
 
 Continue sketches for design on 
 cloth. 
 
 Design for constructed form : origi- 
 nal sketches, conventionalized 
 vuiit from flower and leaf, or 
 Complete unit for design on 
 cloth. 
 
 Continue sketches for. design for 
 constructed form, or 
 Trace design on cloth. 
 
 Trace design on constructed form, 
 or 
 
 Practice painting and commence 
 painting design on cloth. 
 
 Paint design on constructed form, 
 or 
 
 Complete painting design on 
 cloth.
 
 OBJECT DRAWING.— Aim to secure individual work in drawing vege- 
 t.il.Ir. If.if form- and familiar objects singly and in sinii)le groups. Emphasize 
 correct foreshortening:. Kc(|uirc careful pencil tests to determine proportions 
 nn<l directions. Use class models. 
 
 In all drawings emphasize quality of line expressive of texture. 
 
 Two Lessons Each Week. 
 
 14. Object Drawing. — Draw square 
 
 prism, horizontal and turned. 
 Make several quick sketches, or 
 Picture .Studv: "The Sower" — 
 Millet. 
 
 15. Draw sijuarc prism, horizontal and 
 
 turnetl. 
 
 16. Draw large book, horizontal and 
 
 turned. 
 
 17 Test Drawing. — Large book or bo.x 
 horizontal and turned. Devel- 
 opment of lesson to precede 
 drawing. 
 
 18. Draw group, cylinder standing and 
 
 square prism, horizontal and 
 turned, or 
 
 Picture Study, ".Mon.i i.i>,i — 
 Da V'inci. 
 
 19. Sketch group, as cereal box, stand- 
 
 ing and turned, and water cup 
 
 on side, or 
 
 Book partly oix*n standing on 
 
 long edges, turned, like tri-prism 
 
 on top of lxx)k horizontal and 
 
 tunie<I. 
 
 Note size and placing. General 
 proportions ; relative pro[X)rtions 
 and placing of objects. Sketch 
 whole group lightly. 
 
 20 Comp etc the drawing of group 
 sketched last lesson. Group 
 placc<l in position and studied. 
 Errors in proportion and appear- 
 ance corrected. Drawing com- 
 pletc<l with attention to render- 
 ing- 
 
 Ji. Draw foreshortened vegetable, or 
 Cone on .side, base visible, or 
 
 Picture Study: "The Tcmeraire" 
 — Turner. 
 
 22. Draw cone on side, turned. 
 
 2,v Sketch group, flower pot standing 
 and one on side, turned, or 
 Cylinder, standing, and cone, on 
 side, turned. 
 
 24. Sketch group, cylindrical object 
 
 standing, and conical object, 
 horizontal and turned. 
 Proceed as in lesson 19. 
 
 25. Complete drawing of group. At- 
 
 tention to rendering. 
 Proceed as in lesson 20. 
 
 26. Test Drawing. — Group illustrating 
 
 principles reviewed during the 
 
 term, or 
 
 Picture Study : "Paysage" — 
 
 Corot. 
 
 2~. Plant Form Drawing. — Blocking in 
 and drawing foreshortened leaf, 
 or 
 
 Paint vegetable or spray in water 
 color. 
 
 28. Draw simple spray, or 
 
 Paint vegetable or spray in water 
 color. 
 
 29. Draw simple spray in vertical posi- 
 
 tion, or 
 
 Paint spray or flower in water 
 
 color. 
 
 30. Draw simple spray in vertical posi- 
 
 tion, or 
 
 Taint spray or flower in water 
 color, or 
 
 Picture Study : "Madonna of the 
 Chair" — Raphael. 
 
 Design. — Decorative Arrangement. 
 
 31. Design for invitation card, program 
 
 cover or posier. Decorative ar- 
 
 rangement; spray of leaves, or 
 
 leaves and flower. Make sketches. 
 
 12. Continue with sketches for decora- 
 tive arrangement. 
 
 3,V Trace decorative arrangement. 
 
 34. Paint designs. Grayed colors il- 
 lustrated on color chart.