You see what I have drawn on the board.

Are these lines alike?

How do they differ from each other?

One is straight and the other is not.

We call the one which is not straight, a curve line.

You may tell me the names as I point to them. Which is this? Repeat it.

And this? Repeat it.

James may come and point to the straight line. Now to the curve line.

You may now make them on your slates.

If I stretch this thread thus, what line does it make?

Now if I bring the ends nearer together, and let it bend down thus, what line does it make ?

A line that is not bent in any part of it, is called a straight line. Repeat together.

A line that bends in every part, but has no sharp corners in it, is a curve line. Repeat together.

LESSON II.

Having reviewed the preceding lesson, the teacher proceeds.

Perpendicular Line.

Perpendicular Lines.

You see I have made a line straight up and down. When a line is made in this direction, we call it a perpendicular line.

You may say perpendicular line.

We will analyze the word perpendicular.
You may make four on your slates.
I will look at some of your slates.
Jane has made them very well.

Look at Jane's; you see they are straight up and down.

Now erase them, and try again.

Now see me make one on the board (an oblique one).

Is it right?

It is not straight up and down.
It is not perpendicular, you mean.
Well, I will make this one right.
You may try again.

Edward may come up and hold this pointer in a perpendicular direction.

Tell me what you see in the room that is perpendicular.

The sides of the door, and of the windows, and of the blackboard.

LESSON III.

Review the preceding lesson.

Now I have made a straight line Horizontal Line. across the board. When a line is made in this direction, we call it a horizontal line.

Horizontal and Oblique Lines.

You may say horizontal line.
Analyze the word horizontal.

The pointer is now horizontal.

Who will come and hold it in a horizontal direction ?

You may make four horizontal lines on your slates.

(Proceed as in Lesson II.)

LESSON IV.

Review as before.

Oblique Line.

Is this straight line perpendicular?
Is it horizontal ?

This is a slanting or oblique line.

You may call it an oblique line. Say oblique line. Analyze the word oblique.

You see it leans towards the right.

Now I will make one leaning towards the left. Mary may come and point to the one that leans to the right; to the left.

(Illustrate with the pointer. Proceed as in Lesson II.)

LESSON V.

Here are a perpendicular line, a horizontal line, and two oblique lines.

Which is this (pointing to the horizontal line)?

Parallel Lines.

A horizontal line.

This?

A perpendicular line.

This?

An oblique line, leaning or inclining towards the right.

This ?

An oblique line inclining towards the left.

You may all lean towards the right; left. Stand up straight, in a perpendicular position. Hold out your arms in a horizontal position. Make these lines on your slates.

Tell the names as I point to them.

Parallel Lines.

LESSON VI.

I have made two straight lines. You see they are just as far apart in one place as in another; they run in the same direction.

If two straight lines are just as far apart in one place as in another, they are parallel.

Do you see any things in the room parallel?

The two sides of my slate, the two sides of the door, of the window, of a pane of glass; the wires of the numeral frame.

Now I will make three parallel lines.

Make three just like them on your slate.

(Practise on these some time; then proceed in the same way with the horizontal and oblique parallel lines.)

Lesson on Glass.

The following I take from an English work entitled "Object Lessons,' a very useful book for the

teacher.

GLASS.

Glass has been selected as a proper substance to be presented to the children, because the qualities which characterize it are quite obvious to the senses. The pupils should be arranged before a blackboard or slate, upon which the result of their observations should be written. The utility of having the lessons presented to the eyes of the children, with the power of thus recalling attention to what has occurred, will very soon be appreciated by the in

structor.

The glass should be passed round the party, to be examined by each individual.*

Teacher.

Children.

Teacher.

"What is this I hold in my hand?
"A piece of glass."

"Can you spell the word glass?"

glass " up

(The teacher then writes the word "glass

on the slate, which is thus presented to the whole

class as the subject of the lesson.) "You have all examined this glass; what do you observe? What can you say it is?"†

* By this means each individual in the class is called upon to exercise his own powers on the object presented; the subsequent questions of the teacher tend only to draw out the ideas of the children, which he corrects if wrong.

† This question is put, instead of asking, “What are its quali