_The Circle_, or round, is the first form to be taught, and it should be
illustrated by numerous examples, such as a plate, a round cake, coins,
etc.; all these things should be shown to the children.
Then the circle may be compared with the ball, and the children are
asked: “What things are round like the ball?” “Orange, apple, etc.” “And
what things are round like a circle?” “A penny, a shilling, etc.” “What
has the circle that the ball has not?” “The circle has two flat faces,
and the ball has only one round face.”
_The Square_ is somewhat familiar to the child, who has noticed the
shape of his books, and the table. It has four sides all the same
length; this fact may be taught thus:
Take a long stick or ruler. Teacher says: “I will measure the sides of
the square. Johnnie shall hold it for me” (measure the top edge, and cut
off a piece of stick just the length). Show it to the children, and say:
“This stick is just as long as the top edge of the square. I will give
it to Mary to hold. Now we will measure the bottom edge” (again cut the
length). “This is the length of it” (holding up the stick).
The right and left sides are measured in the same way, and the child now
holds four sticks. Let the children count how many sticks there are, and
notice also that all four measure exactly the same, and then they will
see that the square has four sides all the same length. Then ask for
objects of this shape.
_The Oblong_ is measured in the same way as the square, and the sticks
are cut the lengths of its sides. The children then see that the sticks
cut to represent the sides of the oblong are not all of the same length,
but that two are short, and two longer, so the oblong must have two long
sides and two short sides. Let a child point to the two long sides, and
another to the short ones.
Then the children are asked to name all the things they can see that are
oblong in shape, such as the table, door, window. They may also name
objects at home--dresser, piano, bed, and many other things.
_The Oval_ is frequently taught after the circle, but as the difference
between square and oblong is more marked than the difference between
circle and oval, the former comparison if taken first may help the child
to understand the latter.
Take a square and draw a circle on it, then take the oblong and draw an
oval shape upon it. Ask the children, “How is this shape different from
the round shape on the square?” “It is longer.” “Why?” “Because the
oblong is longer.”
Now show the oval with the round or circle. “How is the oval different
from the round?” “It is longer.” “What things do you know that are
shaped like the oval?” “An egg, a basket, a bathtub, a dish, etc.”
_The Sphere_, _Cylinder_, _Cube_, _Cone and Pyramid_ are solid figures.
The cylinder can be explained from the sphere, the cone from the
cylinder and the pyramid from the cube.
The pyramid points upward, so,
But it is square and flat below:
The cone is pointed, too, and round;
A sugar loaf like it is found.
The children soon learn the difference between the Cone and Pyramid, and
if they are allowed to make all these solid figures in clay they will
remember them more easily.
1. The oval shape is like an egg,
The circle’s round as all can tell,
The sphere is round, just like a ball,
The cylinder you know quite well;
2. We roll it gently on the ground,
For it is very smooth and round;
It has two faces flat, you see,
And stands, as well as rolls for me.
3. The cube has six square faces, flat,
And corners eight, just think of that!
And edges twelve, three fours you know,
Which round the faces always go.
The Pentagon, Hexagon, Octagon and other similar forms should be learned
by drawing them on checkered slates or paper. These figures introduce
the obtuse angle, and before the children learn the shapes, they should
understand clearly the difference between the right, acute, and obtuse
angles. The hexagon and octagon can be combined so as to make pretty
designs which may be used for perforating and embroidery.
The “Forms” may be further impressed on the mind of the child by means
of a Story; see the one given after “Color,” at end of this chapter.