. REPORT OF THE MINISTER OF EDUCATION, ONTARIO, 1909 . and industries, buildings, gardens, shops, postal service, fire de-lpartment. One or more of these should be developed. Making book covers. Clay Modelling. Representation of natural objects requiring more detail than in Grade I., sue!as maple-leaf, tomato. Modelling from memory, using any well-known objects, loaf of bread, bottle, small bowl. Free Modelling. Grade III. or Junior II. Paper. Continue work of Grade II., but requiring greater accuracy in measurememand introducing quarter-inch measurement. Keview the geometric figures t
. REPORT OF THE MINISTER OF EDUCATION, ONTARIO, 1909 . and industries, buildings, gardens, shops, postal service, fire de-lpartment. One or more of these should be developed. Making book covers. Clay Modelling. Representation of natural objects requiring more detail than in Grade I., sue!as maple-leaf, tomato. Modelling from memory, using any well-known objects, loaf of bread, bottle, small bowl. Free Modelling. Grade III. or Junior II. Paper. Continue work of Grade II., but requiring greater accuracy in measurememand introducing quarter-inch measurement. Keview the geometric figures taughin previous grades. Each form should be studied separately, and names and properties developed. Objects such as wall pockets, boxes, trays, baskets, boats, windmill. At this stage simple appropriate design may be used in the decoration oithe object. Clay Modelling. Representation of natural forms such as apple, beet, leaves of trees in thineighbourhood, apple and twig. Representation of common objects such as cup 909 DEPARTMENT OF EDUCATION. 479. Portfolios, Stratford Normal School. 480 THE REPORT OF THE No. l(j
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