CLASSIFICATION AND ARRANGEMENT OF ELEMENTS OF MECHANICAL DRAWING FOR
GRADES 7, 8, AND 9.
MECHANICAL DRAWING
GRADE VII.
Time: 2¹⁄₂ hours per week for 12 weeks.
LESSON I.
Principles Applications
Straight lines (Use of Introductory Sheet
instruments)
Angles
Lettering
LESSON II.
Order of Procedure Woodwork Group I.
Relation of Views
Blocking out
Simple Dimensioning
Scale
LESSON III.
Foreshortening Woodwork Group II.
LESSON IV.
Geometric Construction-- Geometric Construction Sheet
Circles, Hexagon, Octagon
Ellipse
LESSON V.
Hidden edges Woodwork Group III.
LESSON VI.
Center lines Woodwork Group IV.
Tangents
Points of tangency
Cross-sections
LESSON VII.
Working Drawings Woodwork Group V.
Representing screws and nails
Broken views
LESSON VIII.
Working Drawings (continued) Woodwork Group V.
Representing screws and nails
Broken views
LESSON IX.
Stock Bills Woodwork Group V.
LESSON X.
Figuring costs Woodwork Groups I-V.
LESSON XI.
Appreciation in Design Woodwork Group VI.
Structural, Decorative
LESSON XII.
Templet or patterns Woodwork Group VI.
GRADE VIII.
(Time: 2¹⁄₂ hours per week for 12 weeks.)
LESSON I.
Principles reviewed Projects or Problems
Straight lines Bennett’s “_Problems in Mechanical
Drawing_”
(Freehand sketches followed by
mechanical drawings.) Group I.
LESSON II.
Circles “_Problems in Mechanical Drawing_”
Group II.
LESSON III.
Tangents “_Problems in Mechanical Drawing_”
Group III.
LESSON IV.
Planes of projection “_Problems in Mechanical Drawing_”
Group IV.
LESSON V.
Review “_Problems in Mechanical Drawing_”
Test problems
LESSON VI.
Working Drawings Woodwork Group VII.
LESSON VII.
Working Drawings Woodwork Group VIII.
LESSON VIII.
Working Drawings Woodwork Groups VII and VIII.
LESSON IX.
Stock Bills Woodwork Groups VII and VIII.
LESSON X.
Figuring costs Woodwork Groups VII and VIII.
LESSON XI.
Design--Structural, Decorative Woodwork Groups VII or VIII. (one
piece)
LESSON XII.
Templet or patterns, Working Based on Lesson XI above.
drawing, stock bill and cost.
HIGH SCHOOL
(Time: ³⁄₄ hour per day for 18 weeks. Freehand Drawing and Design, ³⁄₄
hour per day, 18 weeks.)
LESSON I.
(3³⁄₄ hours.)
Lettering “_Problems in Mechanical Drawing_”
Group IX.
LESSON II.
Working drawings India stool, etc. See Woodwork
Group IX.
LESSON III.
Working drawings continued As above.
LESSON IV.
Stock bills As above.
Material costs figured
LESSON V.
Inking “_Problems in Mechanical Drawing_”
Straight lines Group I.
LESSON VI.
Inking, continued, “_Problems in Mechanical Drawing_”
Circles Group II.
LESSON VII.
Inking, continued, “_Problems in Mechanical Drawing_”
Tangents Group III.
LESSON VIII.
Inking, continued, “_Problems in Mechanical Drawing_”
Views Group IV.
LESSONS IX AND X.
Revolution of solids “_Problems in Mechanical Drawing_”
Group V.
LESSONS XI AND XII.
Development of prisms and “_Problems in Mechanical Drawing_”
pyramids Group VI.
LESSONS XIII AND XIV.
Development of cylinders and cones “_Problems in Mechanical Drawing_”
Group VII.
LESSONS XV AND XVI.
Intersections “_Problems in Mechanical Drawing_”
Group VIII.
LESSONS XVII AND XVIII.
Isometric “_Problems in Mechanical Drawing_”
Group XI.
=Discussion of Drawing Course.= The course in mechanical drawing, like
that in woodworking, is arranged in groups according to the principles
to be developed. The arguments for the group system in woodworking apply
equally to the group system in mechanical drawing.
There has been an aim to correlate the woodworking and mechanical
drawing just as far as the logical presentation of each would allow.
From the concrete and near by to the more general has been the guiding
principle in laying out the course in mechanical drawing as well as in
woodwork. For this reason the seventh grade problems in woodwork have
been utilized to introduce the elementary principles in mechanical
drawing. Even as the pupils of our primary schools learn to read without
being conscious of the “dry bones” of language and spelling back of it,
so, in the teaching of mechanical drawing, the aim is to arouse in the
beginner an interest in the ability to draw and to read drawings, as an
accomplishment, and to inspire him to work, because he sees that there
is something he needs, wants, and must have.
Little or no effort is made in seventh grade drawing to develop
originality. Almost all effort is spent in developing a drawing
technique and a good style. Most all of the pupils’ drawings are made
with plates before them. These they copy, using a different scale,
however. To encourage the pupils to establish a high standard these
drawings have been inked by a draftsman selected because of his
excellence in this line of work.
The drawing of the grammar schools in most places is best taught by the
instructor in woodwork. Extreme care should be taken to see that the
pupils are given the correct method of attack in making a drawing. They
should be made to follow this instruction just as conscientiously as
they are required to attempt correct execution in woodwork. In drawing,
as in woodwork, slovenly habits come handier to some pupils, and, if
allowed to become fixed, they will cause sorrow to the pupil and
misunderstanding later on. In the very first drawing, for example, and
all others, insist on having lightly penciled blocking out lines of
indefinite length--lines that are just visible, that is all. Do not
allow the pupil to form the habit of drawing a heavy line between two
points previously located. It is needless to say that the pencil must be
of good lead, properly sharpened, and kept sharp. It is an excellent
plan to insist that all construction or blocking out lines be left just
as originally drawn, no eraser being used at all. If lightly made, as
they should be, they will be inconspicuous in the finished drawing. They
will be proof positive that the method of procedure has been the correct
one, will save the pupil’s time, and give him a lightness of touch that
will come in to excellent advantage later on. After the drawing has been
laid out in light lines and inspected by the teacher, the lines that
represent outlines of the object can be gone over a second time and made
to stand out.
By the close of the seventh grade a boy ought to be able to read and to
construct simple working drawings of three views properly related. He
will have had all of the simple conventions and should know them by name
with their meanings. While inking is not given a place in either seventh
or eighth grade, the drawings should show a good finish in penciling and
there should be no habits formed that will have to be overcome later.
In eighth grade mechanical drawing, the first four groups review the
principles introduced in the seventh grade. They are in the form of
problems to be solved, however, and thus necessitate thought on the part
of the pupil.
In the solving of these problems a carefully made freehand, dimensioned
working drawing is first required. This, when correct, is followed with
a mechanical drawing, full size and without dimensions. It will be noted
that no attempt has been made heretofore to have the pupils make
freehand working drawings or sketches. It has been the author’s
experience that better results are obtained by introducing the freehand
drawings after the pupil has been taught and has had experience in the
exactness of the mechanical drawing.
The working drawings of this grade introduce no new principles but give
opportunity for practice in more difficult combinations of elements.
They provide opportunity for acquiring greater facility in handling the
instruments which results in drawings that are to be used in the shops.
While the drawings are copied from plates, as in the seventh grade, the
pupil is permitted to modify the designs within certain limitations,
with one problem in original design, structural and decorative.
In high school drawing more time is allowed and the drawing becomes more
of a subject in itself, requiring more and deeper thought on the part of
the pupil. The high school drawing course is complete in itself. The
first four groups are given mainly as problems in inking but they
furnish a review of that part of the eighth grade drawing incidentally.
They also furnish a familiar starting point for the high school work and
make of the high school course a complete whole. High school drawing is
best given by a specialist.
As in the eighth grade, these problems are to be solved and drawn
freehand with dimensions. Afterward they are drawn mechanically and
inked. The inking of problems is specified in only the first four groups
in the outline for drawing. The amount of inking to be done thereafter
will best be determined by the instructor. Too much inking has a
tendency to result in careless penciling. It is for the instructor to
determine when his class is doing its best in both penciling and inking.
The problems of these latter groups are well calculated to necessitate
thought and study and the instructor will do well to make much of this
part of the subject.
The making of high school working drawings is placed early in the course
that they may be ready to use in the shop by the time the exercises in
joint work preparatory to their application, are completed. These
working drawings are to be original as far as possible. Plates of
suitable projects are to be provided to give the necessary starting
points.