TRADITION IN EDUCATION 205 



matical abstractions — and work up to the solid. The funda- 

 mental conception in the young mind is that of the solid ; points, 

 lines, etc., follow later. 



A clear understanding of the difference between shape and 

 size is essential. All cubes are of the same shape ; cuboids are 

 not necessarily of the same shape, although they may be built 

 from cubes and are alike in certain particulars. Methods of 

 making a cubical box are now investigated. If necessary, a 

 model may be cut and the boys allowed to see its net or 

 development. Considerations of the size and shape of one face 

 and repetition of the drawing in convenient positions give the 

 required development. When the box is too large to be drawn 

 full size in the books supplied, the question of scale drawing 

 is raised. Next comes the problem of making the box : is it 

 to have overlaps for glueing or are the edges to be bound with 

 tape? If the first plan is chosen, there is room for thought 

 in deciding where the overlaps are required. Then comes the 

 lid, the drawing and construction of which should be possible 

 without further assistance. Some boys at least will allow for 

 the thickness of the material (it is astonishing how much and 

 how readily boys understand if one refrains from explanation); 

 others may be allowed to complete the lid and discover for 

 themselves what is wrong : they are not likely to repeat the 

 error. 1 The writer holds that the construction of proper 

 working drawings should be an integral part of the scheme. 

 Such work cannot be commenced too early ; boys of the specified 

 age soon learn to understand the use of plan and elevation 

 as readily as they do that of developments. For some models 

 plan and elevation might be given and the development 

 required : for others the process might be reversed. A diffi- 

 culty is that of finding a rational method of approaching the 

 problem of drawing parallels and perpendiculars. If it be 

 granted that the straight line is usually copied and not gene- 

 rated from first principles in each case, one does not see why 

 the question of parallels and perpendiculars should not be 



1 With reference to this, it may be pointed out that methods may be grouped 

 roughly under two headings : the didactic or do as you are told and the heuristic, 

 research or run and find out. The first may perhaps give good results but means 

 bad training : the second may give poor results but the resulting training is 

 excellent. Taking into consideration the time element, a judicious mingling of 

 both systems is probably most satisfactory but guidance must be reduced to a 

 minimum. 



