Geometrical Form

The pupil is required to study form. There are certain forms to which certain names are applied. They occur frequently in the simplest subjects. Therefore, while these forms are known under the formidable title of geometrical figures, nevertheless most of these shapes are so simple as to be easily recognized and with a little exercise of the memory can be called by name. The easiest way for the child to form their acquaintance is to make and draw them. Their application will readily follow.

Let the teacher cut from cardboard the following geometrical forms:

The Square.
The Rectangle.
The Triangles (right, acute, obtuse and equilateral triangles).
The Circle.
The Oval.

Explain Simple Pictures – Try to explain matters connected with the study of lines and form by means of simple illustrations. For instance, a child may not understand the meaning of parallel lines. Draw for him a little picture of a ladder, showing that no matter how far extended the lines would never meet. Then draw a picture of a half-closed umbrella, and explain the meaning of converging and diverging lines, as shown in Fig. 1.

Tell him that the lines 1, 2 and 3 are converging lines, as they approach toward the ferrule of the umbrella-that converging lines tend to get close together.

On the other hand, as the lines mentioned approach the handle they diverge because they tend to get farther and farther apart.

Aids to Memory – The trapezium, trapezoid, rhomboid and rhombus are terms difficult to remember. Therefore, these little wiggles are added. Let the pupil memorize the trapezium by drawing it with the addition of the boy and the kite. And so on with the other forms. By combining the forms with other objects than here suggested, interest will be aroused and the memorizing will he helped.

Memory Exercises – Draw the forms in Fig. 2 on the blackboard and require the pupils to give the name of the first form. When that is answered correctly, request another pupil to name the second form, and so on to the last. Erase the figures from the blackboard, and name one of the figures, asking a pupil to draw it, as, for instance, a trapezium. Then ask a pupil to draw a trapezoid and so on with each successive figure.

Many pupils memorize forms more quickly if their meaning is combined with adjectives describing the kind of forms. Thus:

Lines Used in Drawing – Fig. 6 shows the lines used in drawing. Their forms and definitions should be thoroughly memorized. In Fig. 7 their application is shown singly, by combination and by repetition.

Parts of this exercise may prove too difficult for many beginners. In such cases, the exercises may be omitted for the time being, to be taken up later in the studies. The lines are made heavy in the examples merely to indicate their position. The letters A, B, C, etc., arc repeated in the upper and lower diagrams as an additional aid in this respect.