preciation of beautiful and symmetric forms. It seeks out and appropriates methods of accomplishing geometrical results from every source in nature and every employment in life. It is the best stimulant for the inventive faculties. It makes the student familiar with many of the terms and ideas of the physical sciences, and is the open door to the successful study of the formal and the higher branches of Geometry. ANDREW W. PHILLIPS. TO THE TEACHER: The models should be made in the class-room, under the eye of the teacher. The best material is a thin card-board called "light tag stock," which is cheap, and can be procured in quantities cut in sheets of convenient size. The pupil should preserve the completed models in a box, which can serve also as a receptacle for drawing-materials. The question of neatness in workmanship should be settled with the first model. The number of models to be made will vary, of course, with different classes and individuals, as also will the work which can be left to pupils to do by themselves; but it is intended that instruction shall be largely conversational. The author has treated the cube in greater detail as a suggestion of the method to be employed with other figures. The pupils should be warned that dimensions given in two systems with the diagrams are alternatives and not exact equivalents. The metre is nearly the ten-millionth part of the distance on the earth's surface from the equator to either pole, first calculated in France, A. D. 1799. The yard is said to have been taken from the length of the arm of Henry I. of England, A. D. IIOI. The upper edge of the following measure is one decimetre long, and is divided into centimetres and millimetres. The lower edge is four inches long, and is divided into quarters and eighths of inches. |