The course of drawing outlined in the following pages is the result of several years' experience in placing the subject before manual high school pupils, and is designed to be a text book for individual use.

In view of the fact that while all of the pupils of a manual high school are required to study the subject of mechanical drawing, but few of them will follow drafting or engineering as a vocation, the author has endeavored to present the subject in such a way as to make it of the greatest value in training the mind and developing the reasoning power and the imagination.

"The value of drawing as a means of mental discipline is believed to be not inferior to that of any of the studies at present included in the curriculum of the public schools." (Isaac Edward Clark, A. M.)

In order to accomplish the desired end the following points have received consideration:

1st. The endeavor has been made to present all work in a style as free as possible from confusing technical language and intricate mathematical methods. It will be found in practice that the

workman often obtains desired results by more direct methods than does the theorist, and that while employing the same principles he applies them in simpler ways.

2nd. No plate showing a finished sheet of geometrical or projection problems required in this course has been included. This prevents copying which is of little value beyond affording a chance to acquire a good technical style.

3rd. Exercises designed solely for the acquirement of facility in the use of instruments have been omitted. Skillful handling of the tools is easily gained in other work, and the time so saved can be made to yield much more valuable returns.

4th. Geometrical drawing is used as an introduction to the course for several reasons. It is the foundation of all drawing either for industrial or for artistic purposes. It involves the consideration and representation of only two dimensions, is therefore simpler than orthographic representation, which involves three dimensions, is more easily comprehended by the pupil, and is in every way an appropriate stepping stone. Again, few pupils are competent either through natural fitness or previous