1 66 SCIENTIFIC AND TECHNICAL EDUCATION 



argument, that drawing educates the faculties of observation. If 

 this be true to some extent of ordinary perspective drawing, how 

 much more is it true of what I call mechanical drawing ? The 

 greater or less accuracy of a perspective sketch of any object is 

 a matter of appreciation. The accuracy of a plan, elevation, 

 and section are matters of certainty. I hold that a child who 

 has acquired the power of measuring the simplest forms, and 

 representing these by a plan and elevations on which the dimen- 

 sions can be written, has acquired a faculty which will be of use 

 to him in every calling of life, and will have had mental powers 

 awakened which no mere copying would ever awaken, and which 

 will lie dormant even if he learn to represent actual objects by 

 free-hand drawing, a degree of proficiency which cannot be hoped 

 for in primary schools. 



It may seem to many that the plans and elevations of 

 natural objects are more difficult of execution than the per- 

 spective sketch. This I wholly deny, in Great Britain at least. 

 A child of seven or eight years old can be taught to understand 

 and make the plan of a room, to measure the dimensions, and 

 write them correctly on the plan. The very fact that children 

 understand maps shows the readiness with which the mind 

 receives this simple geometrical conception. 



A plan and elevations of any object are only the maps of 

 the top and two sides. The apparatus absolutely necessary 

 to teach the elements of this branch of drawing, is a small 

 collection of simple geometrical wooden models. The figured 

 hand sketch of these on a slate would be all that would be 

 expected from the youngest or poorest scholars ; add to this 

 some paper scales and set squares for the older boys, and the 

 parish school would be completely equipped with all that is 

 necessary for the elements of this branch of education except 

 the teacher. This, then, is the elementary science which, in 

 accordance with the resolution of the Conference of this Society, 

 might, I think, be introduced into every school. When ele- 

 mentary science is mentioned, some think of botany, physiology, 

 the laws of health, political economy, geology, mineralogy, 

 astronomy, and so forth. I hold the unpopular opinion that 

 not one of these things should be taught in any primary school. 

 The sciences may be divided into two classes the mother, or 



