Drawing First Year

A FIRST YEAR
IN
DRAWING
BY
HENRY
T.
BAILEY,
State Supervisor of Drawing,
Massachusetts.
853
COPYRIGHTED
BY EDUCATIONAL PUBLISHING COMPANY,

1894.
PREFACE.
'TVHE
chapters
of
this
book
first
appeared as monthly
articles in
Primary Education,
letters
With the June number came

served in more permanent form.
for
from different parts

might be preonly excuse
of the country expressing the wish that they
This
is
the
being which
If it shall
this little
volume has
to present.
encourage or help a
of
this
nook or corner
the
little
faithful teacher in any broad land, in her high work with
men and women,
the news of
it
will
overflow a
cup
of happiness already
full.
H. T. B.
North Scituate, Massachusetts,
September
j,
1894.
20^5269
RAPHAEL PAINTING THE MADONNA OF THE CHAIR. By WMmer.
FIRST
YEAR
IN
DRAWING,
SEPTEMBER.
I.
Illustrative Sketching.
"T
SUPPOSE O dear!"
ought to try to teach drawing
this
year
The
teachers
who come
to their
school-rooms
in
September with such thoughts are becoming scarce. Drawing is one of the delights in a modern primary
school.
How
children love
it
They
all
draw,
that's
the proof.
toric
They draw
transparent boxes and pre-hisrailway trains
men and wrecked
and disjointed
trappers scalping wild Indians.

tures of the teacher
They even draw pic-
on the
sly.
What
fun
So much
5
A FIRST YEAR IN DRAWING.
better than learning number, or anything else in school. " " But What do don't call that
you
drawing,
you?
else
is it?
It
it is
isn't
the formal drawing-card sort, to be
sure, but
is
a kind of drawing just as an acorn shoot
a kind of oak,
or a restless
boy
kind of
is
man.
gone.
of
Pluck up the sprout, starve the boy, and hope
And
so
pupils
when we discourage these first attempts we poison the fountain at its source.
shall
our
When
trying to
we
learn the lesson our pupils have been
teach us
so
long
that our
business
to
is
education
not injection.
of
We
are
not
force
knowledge language and number and drawing into a boy's empty head, but to draw from his mind all these as sun and rain draw spring flowers from the ground.
His mind
it
like the
March earth
is
stored with possibilities
needs but a
warm
hearted teacher whose lessons are
never dry, to induce rich growths.

this,
The
teacher
to
knows
speak
:
and finds drawing already sprouted, so

is
nurturing
the
first
work, not planting.
The
children have just had a fascinating lesson from
a real live kitty,
or
mayhap
lamb,
Mary's
little
lamb,
for the
teacher no longer turns him out, she
uses him for a language lesson.

let
While he
lingers near
the children sketch him.

it
The sketch may be

will
crude,
but
may embody
ideas,
and these
be forcibly ex-
pressed.
Children have the happy faculty of getting at
A FIRST YEAR
IN
DRAWING.
Fig.
i.
" the " true inwardness of things without loss of time.
Compare,
horses:
for
example, these two cows with the two
(Fig. I.)
The
characteristics
dren distinguish them
are
by which chilnever lacking. Cows are

Horses are long-bodied
long-bodied animals with four legs, horns, an udder and
one particular kind
of tail.
animals with four legs, like cows, but having cars instead
of horns, (not
one pupil
in ten
ever represents a cow's

tail.
ears) a mane, and quite another kind of
To
the
child-mind, evidently shapes

hoofs, are of no importance.
of
bodies, or
heads, or
Children seize the spirit of things as well as

essential forms.
their
(Figs. 2, 3.)
A FIRST YEAE IN DRAWING.
We
and
feel
the opposition of forces in the second sketch,

!
their correlation in the third
Figs. 2, 3.
Not only may language

stories
lessons be
illustrated,
but
and memory gems and number work. For example, here is the story of Moses by Master Fred
Home,
of
Maiden, Mass., aged
six.
(Fig. 4.)
Fig. 4.

Here
is
Miriam standing on the Nile bank reluctantly leaving little Moses to his fate in the ark amid the bulrushes. Then comes Pharaoh's daughter and stands
in
the very spot where Miriam had
been a moment
offers
before.
Miriam stands behind the bulrushes and
to find a nurse while the maid-servant brings
Moses
to
the princess.
in
The
princess
;
is
next shown walking

in the last sketch,
home
see
triumph with Moses

to a
and
we
Moses now grown
mischievous boy running about
with the princess near the king's palace.
For the lack
of space
illustrations of
memory gems
and number are omitted.

In connection with nature studies, illustrative sketching
in
is
indispensable.
How much
character
is
expressed
these sketches from the

!
Model School, Bridgewater,
" There are many " older and wiser men than Albert Boyden who do not know as he does that soft-pine
Mass.
needles are put up five in a paper.
Hasn't the pupil

form, number,
the
expressed correct ideas of

delicacy
of growth,
in
proportion,
the
sketch of
anemone?
The anonymous
artist of
the bird's head has produced

(Fig. 5.)
almost a "speaking likeness."

Illustrative
sketching
teacher's
must
be
is
encouraged
and
directed.
The
work
to lead the pupils to
observe a good order.
Some
objects
may be
better
sketched by following the natural order ; for instance in
10

(Fig. 5.)
the anemone.
The order was
stem,
leaf,
stalks, leaflets, flower,
the order of growth.
Others
Fig. 5-
may be
wholes,
better sketched
by following a
etc.
logical order ;
parts in
order of importance.
This
is
the best
order in sketching flowers, leaves,
A FIKST YEAR IN DRAWING.
11
The
first test
to
be applied to these
?
illustrations
is
Do
they
embody
definite ideas
If
they do, they should

in
be praised, not criticised. Later, changes should be suggested, perhaps, but sparingly,
form
for con-
tinued observation of objects, under guidance, will soon

furnish the pupil with
better sketching.
sufficient
knowledge
his
to
insure
He
will
become
own
critic.
One
definite idea
which the
illustrative
sketch should
embody is life, "But how shall make sketches which show life ? "
we
by saying draw this lead them to feel the life.
can't
it
we
teach pupils to
can't.
so.
We
!
That
is,
so,
and that
We
the
must
"
!
"
Bah
that's
sentiment
All right, call
by any name you

life
like.
It is
one
element which determines the

If
or death of a sketch.
it
we
love our
little
bluet,
and feel that
has a
little,
God-given life like ours, and that it grew just for us to see and to love and to draw, our feeling, in some mysterious way, will
will
inform our hand, and the life-element

the
sketch.
flow
into
live
Here
is
Master Sidney
Babcock's
sketch of a live bluet.

are
faithful
(Fig. 6.)
of
These
sketches
reproductions
I,
the
original pencil drawings.
In Figs.
and
3, I
have
simply added ground
lines to give the
animals standing
room.
Master
Home
the author of Fig. 4 was in the lowest
primary grade,
and the pupils
whose
sketches
are
12

in Fig. 5
grouped
were
all in
the second primary grade.
In Fig. 6 the circle represents the outline of the circular
Fig. 6.
piece of paper on which the sketch was

half-tinting
made.
The
indicates
color.
In
the
original
drawing
the tips of the flowers were light blue, and the leaves
green.
The
central part of each flower
the
roots
brown.
was yellow and The colors could not, of course, be

little
reproduced here.
The
artist
was
in
the second
primary grade.
OCTOBER.
II.
First
Lessons
in
is
Form.
not enough.
Gossip,
the illustrative sketching
BUT (mere reporting

will
of facts, ct cetera, endlessly), never

style.
produces an accurate, elegant English
No more
reliable
mere
illustrative
It is
sketching
It
make good
drawing.
too superficial.
must be re-enforced
Drawing,
by
systematic, thorough study
of the science of
and by For
persistent, intelligent practice of the art.

this, definite
time should be set apart and con-
scientiously
improved.
One hour
just.
week
is
little
enough
into
two would be more
Divide
this
time
convenient and
reasonable
periods.
Perhaps a
daily lesson during
first
is
and second years, and three
each week aftenvard,

the lesson periods,
best.
let
Having once determined them be like the laws of the
Medes and
Persians.
into
An
insight
the
course
as a
whole,
is
of next
importance.
13
14

The
pupil
is
to
be trained to know and to correctly

objects.
represent the form of
He
begins with the

in
study of
analyzes
type forms, and models these

.
clay
faces
he
types, and
represents
their
by
paper; he studies faces

cretely
representing
the
;
edges con-
by
sticks,
and corners by points
this placing of
;
points prepares for drawing lines, representing edges

lines
faces
fied,
combined produce geometric figures representing and geometric figures, normal, varied or modithe basis of the
is
when properly combined form Here it grammar work in Drawing.

the arrows indicating the progression.
put concisely,
(Fig. 7.)
Primary Course.
Analytic
1. Wholes.
3ynthebt.
Type Forms ,- (Clay) ---4- Qco.Figs. Combmed. ..-,/. Qeometric 2,.PtS.\ Faxes,
(Pa.pf)
3.
"^
,
\
4.
Figures,
Edges,- (SticKs.)-,/- Lines, Angles,

Corners,
TJeprettnteilb;
Points,
Fig. 7.
The
materials required are spheres,
cylinders,
and
cubes (Fig. 8,) to be used as type solids,* and five or ten pounds of sculptor's clay f tablets and sticks are
;
useful,
*
but not indispensable, for paper and tooth picks
These cost about two cents each when purchased in large quantities. All the material required for first year work, may be obtained, packed in a neat box, either from the Prang Educational Company, or through other dealers in school supplies. Five pounds will do for a dozen pupils. f According to size of school. Clay may be obtained from almost any dealer in school supplies.

or straws
15
may
be substituted.
Be
sure that there are a
few objects
type forms.
in the
school-room based on each of the
The
and
1.
lessons
should be
short, direct
:
nd
attractive,
may be
The
given as follows
sphere.
(Have a box containing a sphere,

and some cubical objects.)
Pass a
marbles, a ball, a shot, a cylinder, one or two cylindrical

objects, a
cube,
sphere about
" "
among
"
the pupils for their examination.

like that in this
Who Who
can find something shaped

else?
"
box?"
Another may
try."
When
the pupils
recognize the shape readily, give the
name, Sphere.
"How
does
it
does the sphere
feel
to
the
hand?"
"How
"What will the sphere do when placed on the floor?" "What when placed on an inclined Ask other questions and suggest other desk-top?"
look?
"
experiments to make clear the mental picture, and to

develop the ideas that a sphere
every way.
is
smooth and round
By
skillful
questioning lead the children to
use correctly the terms sphere and spheres.
Write the
name on
2.
the black-board.
objects.
Spherical
Review the sphere.
Lead the
;
pupils (a)
to find similar objects in the

;
room
(c)
(^) to
recall
think of objects shaped like a sphere

spherical objects
to
when described
as, for
instance,
" I
am
thinking of something shaped like a sphere, about
16

:
as large as a small marble, red, sour
it
grows on
vines,
close to the ground, and

"
is
used for sauce at Thanks-
giving
Three degrees
the pupil;
of
mental
effort are
thus required of
(a) Idea sphere compared with an object

;
present to the senses
(3) two ideas
compared
(c )
thought developed through selection and combination
Fig. 8.
of ideas.
Ask
the pupils to bring spherical objects for
use in other lessons.
They
will
bring everything from

to a
a gold bead
dust shot.
3.
to a " spit-ball,"
and from a pumpkin
Modeling
soft
the sphere.
Have
model
the clay in good coneasily,
dition,
enough
to
but not soft
enough some hard, smooth

cubical
in
to adhere to the fingers.

surface, again
Drop
the mass
upon
it
and again,
until
is
form.
Cut
it
by means
of a string into
pieces about one cubic inch in size.
Distribute these.
Review the form model the
to
be modeled.
Lead the pupils
to
sphere by pressing the clay between the

fingers,
17
not
by
rolling.
last,
The smooth
by
is
surface
may be
obtained, at
tJie
rolling
gently
between the
but smoothness palms roundness of mass.
entirely
secondary to general
Select the most worthy clay spheres, and
mark them
with the makers'

point.
initials,
using a pen or other sharp

it
Collect the remaining clay, place

it
in a
moist
cloth, sprinkle
generously with water, and after allow-
Fig. 9.
ing
it
to
stand for a few moments, swedge

;
it
into a
compact mass
wrap
place a piece of
cloth.
If
it in moist cloths, and outside " old waterproof or other " air-tight
the inner cloths are moistened occasionally,

will
clay so
wrapped
keep
in condition to
use an indefi-
nite length of time,

4.
a whole term.
Select an evident
to determine
Modeling
the spherical object.
application of the type.
Lead the pupils
the important characteristics,

this
those which distinguish
object from other spherical objects.

;
Model the
type
modify
it
to
conform to the selected object.
Do
18

of
not allow the pupils to attempt the reproduction
unimportant or minute
5.
detail.
Modeling from memory ;

and to
test
to give additional prac-
tice,
the truth and completeness of
the
pupil's concept.
This exercise
may
be the modeling of
the sphere, or of the approximate form.

is,
Whichever
In
it
no assistance should be given by the teacher.

lessons
all
these
the
correct
pronunciation
"
of the
new
is
words should be persistently required.
Sp'ere"
no
more
" 'and " splicre than
is
" " hand, or drawin' drawing.
The order
type solids
:
of lessons here given

r
may
serve for
all
the
a.
b.
1.
Recognition.
Name.
Qualities and attributes.
The type
c.
^
d.
a.
b.
c.
Approximates.
Observed.
T
2.
Similar objects \
(^
Remembered.
Imagined.
3.
The type modeled.

Similar object modeled.
4.
5.
Memory
lesson.
Illustrative
sketching of the spheres and
spherical
;
objects
may
As
follow or
accompany
to
these lessons
but the
of
chief business
now
is
add
to the pupil's
knowledge
form.
a wise master-builder,
lay the foundations
that another
may
find
something to build upon.
NOVEMBER.
III.
Other Lessons on Form.

'"f
II
THAT
last
is
the
name
of that solid
we were studying
YV
"Who
"
" "
week?"
in the
can find a sphere

will
it
box?"
"
What
How
do when placed on the desk-top? " does it feel to the hand?

think this a sphere too?
" It rolls
"
!
Do you
"
says the teacher,

it
holding up a cylinder:
desk-top.)
(rolling
upon the
like
"No?
"And
let
Well,
who
can
find
solid
it?"
" Another."
" Another."
is
here
its
hard name upon the blackboard

cyl-in-der."
:
us pronounce it together, " Don't ask these questions
ask similar questions of
your own
the new.
to get
to review the previous

It's
work and introduce

(<;)
an art to use the hook
successfully,
I have ventured no what you want each time. One can seldom predict his catch answers, you see.
with certainty.
19
20

However,
if
the teacher has a definite plan for pre-
senting the
new
object and discovering
its
qualities
and
attributes, the pupil will
come out
right in the end.
A
in
plan has been already suggested in a previous chapter.
The
pupils learn that the cylinder

it
is
like the
it
sphere
one respect and unlike
in another,
is
round one
way and has
flat
ends.
No
solid rivals the cylinder in
Fig. 10.
interest
it
is
like
a stick of candy,
cracker, a muff and a rolling-pin.

interesting to
and a big fireWhat could be more
boys and girls? Let the children model it directly from the cubical
:
piece of clay
do not make a sphere

the
shortest
first.
The
!
longest
way round
clay into
isn't
way
there
Press the
shape with the fingers; do not
roll
and "pat"
Perhaps two lessons except for the finishing touches. on modeling the type may be necessary before attempting an approximate form similar to those
Fig. 10.
shown
in
21
flat sides
:
The cube
alike.
is
not round at
all
it
has six
There are but
few evident applications
the
chalk box, the teacher's inkstand perhaps, a

dice, square
letter block,
beads
for
number, hat-pin head, and,

eat,"
"O,
the
there
are lots of
;
cubes good to
"
exclaims
hungry small boy

marshmallows."
cake and sugar and caramels and
Fig. ii.
The modeling
edges
is
simple
into
if
the cube
is
made
directly
by pressing the clay
shape with the fingers.
The
may
The
be made sharp by "pinching" between the

fore-finger,
thumb and
clay.
very gently, drawing out the

flat,
sides
may be made
slate.
at last,
by tapping
of
lightly
upon the
Here
are
sketches
(Fig. 11.)
few
simple applications for modeling.
The
three solids should

interesting
now be
reviewed.
;
There are
give each
many
devices.
For example
22
A FIKST YEAR IN DRAWING.

Have him hold up the one one whose name is written on the
sphere,
cylinder,
;
pupil one of each kind.

called for, or the
board.
Make
or,
a row on the desk,

;
cube
cylinder, sphere, cube
cube, sphere, cylinder
or, cube, cylinder, sphere.
Recognize and name from

(See
is
sketch upon the black-board, correctly drawn.

Fig. 8.)
this
:
Another
interesting exercise,
and valuable,
an
sketch some object on

spool,
tell
the
board,
apple,
orange,
pupils
mug, bottle, box, block, and have the which solid it is most like. But perhaps
is
most
jects
interesting
the sketch of a simple group of ob-
suggesting some story, like Fig. 12 or Fig. 13.

the children
tell
Have
first
name
the objects, then suggest
the story, then

to
its
the form of each object,
by
referring
type.
In ungraded schools the older

section
pupils
in
the
first
may
sometimes use such
illustrations for lanlife

:
guage work.
"
Here
is
a sample from real
Papa came home late one night and found a tea set on the table for him to drink. He pored it out into the
He put in milk and six lumps of shuger cubes. cup. There were three spoons in the holder. The tea pot was shape like a sphere."
Many
ture.
suggestions for making these
first
form lessons
interesting
may be
found
among
the kindergarten litera-
There are one or two
little
songs which help to

fix
23
the forms
in
mind.
But even
if
such cannot be
found, the wide-awake teacher will devise
some way
of
to
make
the child's knowledge
stay with him,
through
a
interest.
One young
teacher,
somewhat
poet
Fig. i_.
withal,
composed
this ode,
and caused
it
to
be com-
mitted to
"
memory
is
is
as a
"Memory Gem!"
;
Here Here Here
the cube as square as a brick the cylinder round as a stick the sphere,
it is
is
shaped
like a ball
is all."
Sphere, cube, and cylinder, that

Lastly, the children should
know
these forms so well
that they can find
them
of
in
combination.
The
mallet,
(Fig. 10),
is
composed
two cylinders; the inkstand,
24
(Fig.
n),
of
a cube
and
cylinder;
the
lamp,
(Fig. 13), of a sphere, a cylinder, and a half sphere.
As a review exercise be made similar to Figs.

interesting with
its
in
modeling,
little
groups
may
is
12 and 13.
balls
croquet
set
box,
and
mallets
and wire
Fig-
wickets.
The ground may be made

;
of a thin sheet of
clay placed on a board
the wickets of straw or grass-
stems and the stakes of clay.
But
let
us
remember
that the chief end
is
to teach
form
not to
make
is in
pretty things for amusement.
The
true product
closet.
the boy's head, not on a shelf in the
DECEMBER.
IV.
Details of Form.
"TF
prophet Isaiah had ever taught a primary " he 1 school," once said a discouraged teacher,
the
his directions.
'
would have revised

cept, precept
line,'
little, is
Precept upon preline,
upon
;
precept,
line
upon
line
upon
all
right
but he should have added, here a

!
and
there a
Children often
" good deal! Children are so forgetful forget what they have been told, but
seldom what they have discovered.

forget the location of
Did a boy ever
a
is
bird's
nest?
The boy who
discovers that his

inders, and
his
body
a cylinder, and his limbs cylwill
head a sphere,
not soon reach the
sad state where his teacher
feels
like
!
asking him
if
he
hasn't mistaken the shape of his head
As
a review lesson on form, nothing

discovery.
is
more
interest-
ing than a voyage of
We
find the largest
sphere
in
town, the largest cylinder,

hill
sand-pipe on the
(perhaps "The what the water comes out of," as I
have been told more than once), the largest cube: then
25
26
the smallest.
shortest
;
A FIRST
YEAR
IN
DRAWING.
The
longest cylinder in the room, the
these always yield interesting results,
and
make
definite the pupil's ideas of form,
preparatory to
lessons on details of form.
"You have
"The
" "
a sphere in your hand.

"
What
part of
it
do you touch?
outside."
"What
The
part of the cube are you touching?
"
outside."
How many
Here
is
outsides has a thing?
"
" One."
"
new word
together
:
for outside;
surface.
Let us
pronounce
Surface.
it
Here
nounce
it it
is
written
on the blackboard.
Let us pro-
once more.
Mary may
try.
John may
try.
What
is it,
Tommy?
"
"Then what
part of the sphere are
What
part of the cylinder?
What
you touching? part of the cube?"
"Touch
the surface of the desk; of the book; of the
slate," etc., etc.
Another day
"
Move your
fingers over the surface of the

of the cube.
sphere.
Over the surface
Do you
discover any
difference between the two surfaces?"

Can you
find
27
sur"
some other thing

sphere
?
in the
room with
face like that of the
Like that of the cube ?
And
so develop the ideas curved surface and plane
surface*
"
Review.
;
Another day
Touch
the top of the sphere
the side
the front
'
'
the back.
How
side
'
do you know where the

"
?
top
stops
and the
"
'
begins
Touch
the top of the cube

the
'
'
a side
'
can you
"
tell
now where
Other
surface
top
stops and the

will
side
'
begins?
questions
develop
the
thought that a
parts
of
may have
are faces.
distinct parts.
Distinct
surface
faces
;
Review,
finding large
and small
;
number
of faces
on a given
:
solid or object
and
later the
kinds of faces,
curved,
plane
and shapes,
round (the end of the cylinder), and square (a face

of the cube.)
At
this point
it
may be
well to divide an ungraded or

;
partially
of the
graded school into two sections
one composed
younger and duller pupils, and the other composed of the older and brighter.
do not attempt to teach " round surface." The term is ambiguous; spherical surface is definite and correct; but if that is taught, why not cylindrical surface, and conical surface, and spheroidal surface
*
At
this stage
Teach
it
round surface
and children
will confuse
it
with round face,
and make no end of
trouble.
28
The Primary
then,
Section
of form,
may
continue the analysis
going slowly
and
surely, with occasional lessons in modeling applica-
tions of the type forms.
(i) Faces are bounded

straight.
by edges;
either curved or
(2)
Straight edges have definite positions;
(3) horizontal, (4) vertical, (5) oblique.
(6) Edges (7) Corners

left,
end
at corners,
whose pictures
are points.
have certain
etc.,
locations, as at the top, bottom,
right,
and are (8) definite distances apart on the cube, namely, one inch. The figures in parenthesis show
the
order of lessons, and
by
their
position
indicate
approximately, how much may be
taken
in each. in cold type,
These
lessons, so precise
and uninviting
when passed through
the alembic of a live teacher's love,
arouse almost uncontrollable enthusiasm.
The
month,
not
interspersed
lessons
in
modeling
during the
may have some
reference to Christmas.
a ball for
Why
little
make Christmas
presents
baby brother,
some alphabet
lame boy, a
blocks, a Jack-in-the-box for the

teacher, and a
fine ink-stand for
box
of
marshmallows, a string of beads
for Jennie, a hat pin for
mamma, and a scarfpin for papa; and caramels and Here oranges, and O, so many pretty things besides
!
are suggestive sketches.
(Fig. 14.)
29
Fig. 14-
Sketches of simple
objects involving in
their
the
construction
modelling
of
forms similar to the

type
solids.
"This clay well mixed with marl and

sand,
Follows the motion

of
my
hand
For some must

low
fol-
and some
are
command,
Though all
of clay."
[Longfellow
in
made
Keramos^
30
The Intermediate
may make
taking
inder
first
Section
more
careful study of the shapes of faces,
the circle and square, derived from the cyl-
and cube.
studied for
These may be cut from paper and edges and corners and then drawn on the
black-board.
Paper
circles
!
and squares are capable
of
magic trans-
formations
six-inch circle, halved, will give two semi-circles,
(Fig. 15), one of which, (A"), with the aid of a bit of
glue and a strip
(A)
for a
handle
will
make
a cornu-
copia for Christmas; and the other (D), after modification at the center as
shown
at d, d, will, with a three-inch
31
32
circle

(B) make a
circle
fine little
mustard-pot.
Then another
cut,
three-inch
like
B, with one
radius
when
properly glued, and furnished with a handle (B") will make a cover. A five-inch circle (C") and the cross
form (C) properly glued, will make a Japanese sunthreeshade, and a tooth-pick will do for the handle.
inch circle (B) and a twelve-inch strip like

a ladle
;
Bx
will
make
and so on to the end, wherever that

interesting.
is.
Squares are equally

five-inch
(Fig.
17.)
A
a
square
;
cut
as
shown
with
at
f
E,
will
make
wind-mill
F,
one cut as
at F,
folded over
f,
upon
will,
and f then folded over and
glued upon
with a bit of ribbon
make
a neat handkerchief case.
A
g,
square
glued
like
G, folded
will
upon
the
dotted
lines,
and
to
g'
Christmas.
make another hanging basket for Another pretty little basket may be made
all
from
plus H'.*
But with
the pretty things let us not forget that

is
mental discipline
the end, and that at the close of each
exercise the pupil should either knoiu more, or have a

greater
power
to
higher skill to
*
work accurately and neatly, or have a work rapidly and deftly.
The completed objects are shown in Fig. 16. Many similar objects may be found in White's Primary Manual, and in various other publications of
the Prang Educational
Company.
JANUARY.
v.
Movement and
:
Drill.
work and no play makes Jack a dull boy, what will all play and no work make him ? QUESTION The answer begins to materialize in some quarters:
If all
certainly
not
an
ideal
American
citizen.
In
some
primary schools
are popular,
illustrative
sketching and clay modeling
they're//////
but movement exercises and

" Let's
the drawing of lines,
discipline,
so,
make some-
thing pretty!"
Not
my
friends;
rather let us gird

Hill Difficulty
up the loins of our

at once.
It's
mind and ascend the
hygienic.
First, the children
must acquire good habits

If
of posi-
tion
and movement.
we could but come
into perfect
sympathy with our children, and see things from their point of view, we could lead them to see for themselves
how much more

pencil holding."
desirable
is
an erect position, and "long
We
could lead them to prefer a hand
and arm subject
to the will,
and to rejoice
in
any
33
effort
necessary to secure that end.
34
If
A FIRST YEAR IN DRAWING. we

tell
the pupil to
sit
thus and so, and prescribe
rules for every part of the
body, we put him into such a

for fear of
straight jacket that
he hardly dares to move
getting out of position.

ble of free
His hand seems about as capa!
movement
as the " flipper" of a stuffed seal
Let us
is
sit
down and draw with

"
the children,
sit
example
I
better than precept.
Can you
is
up
?
straight as
do ?
Do you
see
how my pencil
held
Can you hold
yours so?
(Two
or three inches from the point, and
almost perpendicular to the direction of the line to be

drawn.)
left
Let us place a point here, one inch from the

of the
edge
paper
another here, one inch from the

left
left
right edge.
Pencil over the
point
over the right
point;
all
together, over the
again.
make
believe
draw a
line
all
ready,
Now we slide. Do
now;
will
think that would have been a good line
if
you the pencil had

again.
touched the paper?
Let us try
;
it
again,
Good.
then
let
Watch me now
shall slide
once or twice and

it
the pencil touch the paper so that
can draw.
try again. try
it
That
isn't
a very straight
line, is
it?
I shall
You can do
with me.
better than that, I'm sure.

all
You may
Now,
together.
And
so the lesson goes on, everybody happy, everyhis best.

It's
it is
body doing
surprising
how the
hill,
difficulties
disappear, and what fun
to climb the
to work,
when we have a good guide and
a jolly companion.

Let us not
sit at
35
the desk and say, "slide, back
slide,
back
cal
slide,
back
draw:" with that sing-song mechani-
rhythm productive only of ennui. Review the positions of edges, with the models, with
in the
objects
nitely,
room; practice the movements,
(defi-
from point to point,
the careless, aimless slid"
ing does more
harm than good
Sliding in the air"
is
Fig.
8.
just
what the expression implies,) and draw

lines,
in
order (i)
lines
horizontal
(2)
left,
vertical
lines,
(3) oblique
downward
right.
to the
(4) oblique lines
downward
to the
;
Two
lessons on oblique lines are

vertical.
enough
lay
emphasis on horizontal and
When
up
these two
hill,"
" positions are known, pupils will not write

write a
nor
column
of figures
always slanting downward to
the
left.
36
A FIRST YEAR IX DRAWING.

Have
the class draw
at least.
direct,
upon the blackboard once every

except as the
lines,
two weeks
teacher
Here, no erasing,
full
may
arm movement, long
at
least eighteen inches,
the pupil standing as far from the
board as possible while working.

Continue the
ing.
illustrative sketch-
The
specific lessons in
this.
draw-
ing will begin to better

little
The
sketches, Figures 18, 19, and
20,
show how the
lines
may be
:
embodied
in interesting
form
it is
the
sea must be level, for
almost
calm
the spider's thread must be
vertical
details
and the
hill
oblique.
Other
/
may be changed
pupil's
according
to
the
fancy.
Here
are
suggestive notes for other sketches,
embodying
the lines.
I
the
type
forms
and
see a
fair
boy coming home from
the
with his mother.
He
has
Fig. 19.
a toy balloon held fast
by
a string.
Can you make

John
is
the picture?
(Sphere and vertical
line.)
He
country helping his grandpa pick apples. stands on a ladder leaning against the tree. He has
I
in the
a basket.
see a barrel of apples under the tree.
There

is
37
a bird on the tip-top spray watching him.

line.)
is
(Cylinder
and oblique
At grandpa's
.a stick
a well-sweep.
One day Harry threw
into the well
when grandpa was drawing water

While grandpa leaned over
in,
for old Brindle to drink.
the well-curb looking

barn.
Harry ran away

line.)
to hide in the
(Cube and oblique

merciful in
Be
criticising these
sketches.
Do
they
embody
the ideas awakened
by
the story?
Are
vertical
lines vertical
and horizontal
lines horizontal?
it,
Let us
look for the good to
commend
not for the bad to
condemn
it.
Fig. 20.
Intermediate Section.
After these pupils can draw horizontal and vertical
lines with
comparative
of
skill
they
may
all
begin the
sys-
tematic
study
;
important
geometric form the basis of they
the
figures.
These are
kinds of graphic
38

Geometric, Decorative
representation,
and
Pictorial.
They must be known by
the pupil as thoroughly as the
four fundamental processes of arithmetic.
Review the shapes of faces already found (circle and half-sphere, halfsquare,) and, if models are to be had,
cylinder,
and half-cube,
find the
new shapes
of faces,
If no models namely, triangle, oblong and semi-circle. are to be had, the new shapes may be made by dividing
squares and
factory
circles.
However
obtained, the most satisto be, triangle, square,
order of study seems
oblong, circle, semi-circle.

this insisting
Some
object to this course,

of
on a
clear
knowledge
geometric
fig-
ures.
But
have yet to find a school where pupils, who
have not had such lessons, discriminate clearly between
and sphere, oblong and cylinder, square and cube angle, triangle and triangular prism are in a hopeless
circle
;
tangle, too.
We must
talk
take special pains to keep distinct
those things likely to be confused. years
During the
first
two
NEVER
about
tablets as representing views.
They
represent plain faces only.

is
(One
face of the cyl-
inder two inches by three and one-eighth, nearly, not one by two! No tablet represents this.) The
average child's mind makes no such
fine distinctions as
are involved in the thing, the view of the thing, the representation of the view of the thing, and the drawing of the
representation of the view of the thing
A F1KST YEAR IN DRAWING.
39
Fig. 21.
A
1.
series of lessons
:
on the
triangle
may be
given as
follows
ber of
Find a plane face having the fewest possible numFind a tablet like it. Cut this straight lines.
Find objects having triangular
faces.
shape from paper.
Draw
2.
triangles
on the board.
Cut a four inch square in two to make two triMake a drawing from one, upon a sheet of maangles.
nilla
paper (See Fig. 21.)
Mount the
triangle in another
position
upon
the
same
sheet.
(Using the other paper
triangle.)
3.
stand.
Find the part on which the triangle is supposed to Write near it the word base. Find its highest
40
Fig. 22.
point.
Write near
that, vertex.
Fold the
triangle, or in
some other way show down vertically to the
a straight line from the vertex

base.
Write near
this altitude.
Indicate the base, vertex and altitude in each of several

triangles of different shapes
4.
Draw two
triangles
drawn upon the blackboard. upon manilla paper, and indi-
cate these details (See Fig. 22.)

5.
Draw some
triangular object.
(See Fig. 23
the
support and
6.
shelf of a corner bracket.)
Reproduce the drawing from memory.
Without
help from the teacher.

7.
Draw
the following
from dictation.
Turn the
Place a
sheet (6"
9") with a long edge horizontal.
Fig. 23.
point one inch from the lower
left
pupils know, of course, that this
(The means one inch above

left
hand corner.
the lower edge and one inch in from the

for short,
edge, called,
one inch from the corner.) Place a point one inch from the lower right hand corner. Place a point
upper these to form a IndiConnect points triangle. edge. Place a cate its altitude by means of a very light line.
point on the altitude one inch and one-half above the
base.
one inch and one-half below the middle
of the
This point
is
the centre of a circle one-half inch the circle.

Springfield
in diameter.
Draw
the
(Result:
a draftsman's
Kit,
triangle,
from
Drawing
See
Fig. 24.)
42
Fig. 24.
Suggestions for other lessons on the triangle
may be
found in White's Primary Manual, (Prang Educational Co.) and in Thompson's Manual Training No. I. (D.
C.
Heath
&
Co.)
FEBRUARY.
VI.
Faces.
"HPHE
1
is
class
may
pass to the blackboards."

for
all,
(If there
not
room
the brightest
may
remain at
their seats
and work with
slates, or better,
with paper
and pencils.)
"
You may
(On
I
place points for a horizontal line one foot

the paper perhaps
6''.)
long."
"
"Draw
the line."
Now
shall ask
you
dreds of boys and

easy.
girls
do something which huncan't do, although it seems so

to
Can you
line
see the ends of your line?
Can you
see
the middle of the line?

dle of
Sure?
a
Look
right at the mid-
your
now make
little
mark
across the line,

is
exactly
in the
middle.
Do you
think yours
just right?
is
Stand back and look at others.

just right?
Do you
think one
or
to
wrong?
measure
How shall we know whether this Who Yes, we can measure.

all
one
is
right
like
would
the
lines
upon
the board.
John may
measure them."
And
so John measures and finds only two right.

43
The
44
teacher
A FIRST YEAK IN DRAWING.
her
of
who had been working with the children finds own wrong, to the amusement and encouragement
try
the class.
wishes to
She says she will try again the class and the lines are erased. again too
; ;
Others are drawn, divided and tested.

lines correctly
in
Mary
shall
divides her
every time.
of the
Her name
be written
it.
one corner
blackboard with a star

will
after
"
wonder whose name

lesson?"
be written there
after the
next
Fig. 25.
At another
"You may
(Fig. 25.) "
time
sketch two telegraph poles with their wires."
One day
rest
little
bird flying along thought
he would stop to
to light just half
on one
of the wires.
He happened
sketch him."
way between the two poles. Can you Again, it is a man setting out trees along
Or
there are three
the sidewalk in front of his house.

soldiers in a row, or three
crows on a fence.
effort
Before the
pupils are aware of
making any unusual
they have
learned to
bisect.

While practicing
free
45
and judging distances the pupils may be learning the positions and shapes of faces. I have yet to discover a school in Massachusetts where the pupils are not familiar with the terms
drawing
of lines
horizontal, vertical
with truth, that
and oblique and I might almost add have yet to discover one where the
;
Old Alden Place, Duxbury.
Built
by the son
Fig. 26.
of
John and
Priscilla
Alden, in 1653.
pupils
know which
is
which
They
often guess right
twice out of three times but

will
if
you doubt the guess they
guess again with great confidence.

solids
With three type

easily taught.
on the desk the terms may be
"Place your finger on the top of the

of the cylinder.
cube
on the top
Mary may touch
the
46
top of the play table.

or face.)
What do you touch? "

"Can you
rest?"
(Surface
it
"Place the sphere on the table; what does
do?"
(Stands or rests.)
will
find another face
on which the sphere

sphere
face
on which a
on the
will
will rest is horizontal.

;
" Place the sphere

let it alone,
middle of the desk-top

it
when you
what
Find another face on which the sphere will roll without being pushed." face on which a sphere rolls
do ?
is
oblique.
All other faces are vertical.

the room.
Find horizonFind oblique

it
tal faces in
Find
vertical faces.
faces.
How many
on the floor?
horizontal faces has the cube, as
rests
How many vertical

all
its
faces.
Can you
So
do
faces
hold a cube so that

that four of
faces will be oblique?
them
will
be oblique ?
this old
How many
its
you think there are on

26.)
house with
L?
(Fig.
How many
are vertical?
How many are
oblique?
The terms may now be

no
difficulty in thinking
applied to edges.
Pupils have
edges which
are level, edges
which go straight up and down, and edges which slant. How many horizontal edges on the top of the cube?
How many on the whole cube? How many vertical? How many oblique when the cube rests upon one edge
only?
Upon one
corner only?
to lines.
Apply the terms

as
pupils four or five sticks 2" long and ask
For busy work give the them to make

all
many
objects as they can using
the sticks
first

arranging the sticks, and then making a
little
47
sketch at
one side on the
slate, as
a record.
Here
is
a series obtained in the
Dover
I
street school,
Lowell, each pupil having four
sticks.
give the
names
=a
f
.11.
An I
Table
House
Chair.
Umbrella
T| wet-Tot
Fig. 27.
given by the children.

with five sticks
Lowell.
(Fig. 27.)
in
obtained
the
And Ames
here
is
another,
school,
street
(Fig. 28.)
The
"
pupils
made
the sketches and indicated the

in
num3
ber and positions of lines

Dipper, 2
each: as "Fan, 2 H,
V."
H,
V,
O,"
etc.
This
is
busy work which
48
*>
.

busies brains as well as fingers.
It
49
power
active,
and gives training

it.
in
keeps the imaging drawing and number.
The
children like
Fig. 29.
The next
lessons
may be on
the shapes of faces.
Two
faces of the cylinder are round.
Those
of the
cube are
square.
By
pressing a piece of paper over the end of
the cylinder, the shape of the face
may be
creased, and
the impression will guide the pupil in cutting out the

circle.
The square may be
cut from a corner of the
paper by following similar steps. Let the pupil trace around the
faces,
then draw them
50
large size

upon the blackboard, then make
illustrative
sketches involving squares and circles.
By
constant review keep the past lessons fresh in the
pupil's mind. "
do you find shaped like triangles? I wish you would keep one sheet of paper in your geography, on which to make sketches of things shaped
like triangles, as fast as
How many things
interest begins to flag,
you discover them." After the show the pupils a sheet of your
(Fig. 29.)
own
containing such sketches as these.

of lessons
A series
on the square may be arranged

outline
as that
upon the same general

Study one face
it?
given for the
previous series on the triangle.

1.
of the cube.
How many
has
How many
angles?
What
edges can you discover
about the length and relation of edges?

the angles?
What about
shape from
Find a tablet
like
it.
Cut
faces.
this
paper.
Find objects having square
Draw squares
four two-inch
upon the board. 2. Cut a four inch square so

squares.
of paper.
as to
make
Make
a drawing of one, enlarged,
upon a sheet
upon the
(See Fig. 30.)
Mount
the square
upper
3.
left-hand part of the sheet.
Fold another two-inch square to make four small

squares.
51
How
is
the square divided by the
creases?
How
do the creases divide each other?

squares as these
Lines passing
through
do are diameters.
Fold another
two-inch square to
make
four right-angled triangles each
having a two-inch base.

square?
How do
the creases divide the
And
each
other?
Lines
passing
through
wina
aitAr
Fig. 30
squares as these do are diagonals.
Draw
diameters or
diagonals in squares drawn in different positions upon

the board.
4.
Mount
the two folded squares near the
left
side
of a sheet,
and draw a large square with diameter and
diagonals in the space at the right.

details.
Add
the
names
of
(Fig. 31.)
52

5.
Draw some
signal.)
square object.
(See
g.
32
a cold-
wave
6.
Reproduce the drawing from memory, or draw

object.
some other square

7.
Draw
the
following
from dictation.
Turn the
*'N
*"
\
Fig. 31.
sheet (6"
a
X g"}
so that a short edge
is
horizontal.
Place
the upper left point Another one inch from the upper right hand corner.
one inch from
hand corner.
Place other points for a four-inch square.

square.
Sketch the
each
Place
Sketch
its
diagonals.
Place
points on
side of the square
one inch from each corner.
points on each semi-diagonal one inch from the center.
Connect the points
to
form a Maltese cross.
Make
the

lines of the cross
53
(Fig. 33.)
much heavier than the sketched lines. What do you know about the Maltese cross ?
Have you read "In His Name," by Dr. E. E. Hale?
Kg.
32.
Fig. 33-
Suggestions for other lessons on the square
may
be
found
in
Prang's Primary Course Manuals, and in the
other books previously mentioned.
MARCH.
VII.
Faces.
a fourth year
Continued.
the other day
room
we were
discussing
INform.
the
Certain expressions led

in a sort of
me
to surmise that
in
some forms were yet

pupils' minds,
nebulous condition
said "Tell
and as a
test I
me
the
best
difference between
a sphere and
a circle."
The
reply was,
could get, and to which no one took exception,

spear
as a
is
"A
,
sharp and a circle ain't!"
Further
that solids
to
speariii
Scotchman might say revealed
and surfaces were almost hopelessly confused, owing
the indiscriminate use of tablets to represent "views."

I
believe that the less a primary pupil has to do with
different
"views" the
better.
When
he
in
knows the
about
five
shapes of plane faces and can draw them

seconds apiece, without the eraser, he
a
straight course through "Five
may perhaps
of
steer
views
circular
if
tablet" and other like useless and inane complexities,
he must; but he ought to know some few
facts,
and be
54

able to
55
do
some few
things
well
before leaving the
primary grade.
From
derived,
the
first
three solids but two plane figures are
the circle from the cylinder and the square
from the cube.
Last month the pupil pressed or traced
and cut out these two shapes.

perfectly familiar.
Each should be made
Fig. 34-
To
secure this three-fold result,
knowledge
power
skill,
1.
three sorts of lessons should be given:

to give definite
Object drawing,
knowledge
it.
of
the object, and of the

2.
method
of representing
Memory drawing,
Dictation drawing,
to test the results of
previous
teaching, and to develop the power

3.
to reproduce.
to review previous
work and
to secure rapidity in execution.
The square. There are various ways of giving the early lessons on the square, depending upon materials,
circumstances and individualities
order
is,
;
but the fundamental
(Fig. 34,)
(a) the cube, (b) one face of the
cube, (c) a concrete representation of the face by tablet

or paper, ( d)
its
representation
by
sticks
soaked peas
56

in the kindergarten, or sim-
and tooth picks or wires as
ply splints or sticks laid upon the desk, (which

omitted, with
all
may be
abstract representation
but the youngest children) (e) its more by drawing from the object upon
paper and larger upon the blackboard, often tested to These see that corners are square and edges equal.
steps
occupy from two
to six lessons of twenty minutes
each, according to conditions.
Squares cut from

constructing
little
stiff
manilla paper
may be
used
in
objects delightful to children, as
shown
Fig. 35-
in
Figure 35; or
if
cut from colored paper they
may be
arranged
in borders,
mats and rosettes as
in
Figure 36.
The
first
drawing should be from the object directly,

illustration.
without blackboard
Hold the cube

draw
this face.
in the
hand before the
class.
"We
will
You
57
may
the
place a point to represent this corner.

all
(To
insure
uniform work, have

first
papers
in a similar position,
and
point placed one inch from the upper left-hand Place a point to represent this
this
corner of the sheet.)

corner,
this
this,
lower corner,
this,
corner.
Draw
this
edge,
this."
In
each case
directing
attention to the face of the object.
Memory
ings
draw-
should
be
made without
suggestion, help or hinderance.
The
direction
is,
simply:
the
"You may draw

drew yesterday,
" This line
J''g-3 6
square you
same
size,
same
drawn
position."
At another time
a vertical
is
line
is
upon the blackboard. draw the square."

and
lastly,
one side
of a square,
Later draw one horizontal side,
when you
think the pupils
know
square, draw
one side oblique, and ask them

This
is
to finish
the square.
a crucial test for primary children.

:
Dictation drawings should be very simple

points for a square
;
"Place
draw the square
connect opposite
58

or something equally simfirst.
corners by straight lines,"

ple,
may be
too difficult at
If so,
dictate
one point
but with-
at a time,
one
line at a time,
clearly, slowly,
out repetition.
Let the exercise progress as rapidly as
the children can follow, without interruption
by question
in five
or otherwise.
An exercise
the next.
requiring twenty minutes one
week, ought to be drawn

next, and
in three
in ten the next,
and
the
The end
is skill.
Emerson
uncon-
has given us the law of the dictation exercise,

sciously of course.
"Without
halting, without rest
Lifting Better
up
to Best."
In
all
this early
work,
let
not erasing be once

is
named
among
and
if
us.
"Think before you speak,"

of
a good rule,
followed will eliminate three-fourths the errors.
One ounce
afresh
thought
is
worth a pound
of rubber.
is
How
often in primary schools the old parable

:
exemplified
"Nimble Dick, he was
so quick,
;
He tumbled over a timber He bent his bow to shoot a crow And shot the cat in the winder
If
"
!
Dick's brain had only been
more nimble
in the
Some
pupils
other.
hang
their "thinking
is
cap"
entry with the
This
a bad habit, and should be broken up.

"
59
How are you

?
coming on with your sketches

sketches and you
of things
like squares
Show me your
may see
mine."
(Fig. 37.)
series of lessons
on the next geometric

:
figure, the
oblong,
may
be as follows
Fig. 37-
i.
Review square and diameters.
Divide a square
upon one diameter.

their
How many
part.
it
parts?
shape?
Study one
?
What
has
it
What about in common

room
is
with the square
In what does
differ
from the square ?

Yes, the
Find objects having a similar shape. almost every object full of oblongs,
in
it
has an oblong
60
face.

Cut an oblong from paper. Make it exactly Draw oblongs on the blackboard. 3-j".
X
2.
Review oblong.
of the
On
a sheet 6"
9"
make
drawing
its
paper oblong previously cut, just twice
actual size.
Mount
the paper oblong in the center
of the sheet.
(Fig. 38.)
Review square with diameters and diagonals. All 3. All diameters connect what? diagonals connect what?
Cut an oblong 2-"
X
?
4".
Can you
;
fold that
oblong to
it
show
to
its
diameters
That's easy
but can you fold
show diagonals? shown in Fig. 39.

4.
5.
Now
be careful!
Draw
sheet
Draw some oblong

Reproduce the
(See Fig. 40; a tag.) from drawing memory or draw

object.
some other oblong

6.
object.
Draw
the
following
its
from dictation.
Turn the
sheet (6"
9") so that
short edges are horizontal.

left
Place a point one inch from the upper
hand corner;
another
one inch from the upper right hand corner.
Trisect the distance between these points.
Measure on
the pencil a distance equal to one of these divisions.
Show on
sions
:
the pencil a distance equal to two of the divi-
a distance equal to four of the divisions.

left
Place a
point for the lower

vertical side
is
hand corner
of
an oblong whose
equal to the distance
you now have on
the pencil (four-thirds as long as the horizontal side.)
A FIRST YEAH IN DRAWING.
61
Fig. 38.
39-
62

Trisect
Place a point for the lower right hand corner.

the distance between the lower corners.
distance between the
right
left
Quadrisect the
:
hand corners
between the
vertical lines
line
hand corners.
Sketch lightly four
connecting opposite points.
Sketch a horizontal
connecting the upper corner points.

line
Sketch a similar
Sketch a similar
line
connecting the points next below.
line
connecting the middle points.
Sketch a similar
connecting the lower corner points.
Line-in parts of
these sketched lines to form the outline of a Latin Cross.

(Fig. 41.)
What
TJic
is
the symbolic meaning of the Latin
Cross?
Of the Greek Cross?

Crosses.
NOTE.
No
simple ornamental forms
are of greater interest, historically, and as symbols, than
the crosses.
There are numerous
varieties,
but
all
are

reducible to four types
;
63
(at the
the Greek cross,

Fig-
left,
37)
the
Maltese cross
(next to the right), the Saint
Andrew's
cross,
and the Latin
cross (Fig. 41.)

in final analysis
These four
become
two,
one based on the square and one on the oblong. Their

simple pleasing forms, interesting because of
their
his-
tory and sacred by association,

Fig. 41.
become valuable
material
for
far is that
primary teachers.
as
The
oldest
by
known
Greek
so called
because adopted by the Eastern and Greek church to

distinguish
it
from the Western or
Roman
or Latin
whose symbol was the Latin cross. It has been found on monuments in all parts of the world, antechurch
dating the Christian era by hundreds and even thousands
of years.
Some
archaeologists suppose
it
to symbolize
Eden
"
or
rather
the
rivers
which
watered
Eden.
Springing out of the midst of the garden, and thence
parted into four," flowing north, south, east and west, " to the great ocean stream which encompassed the
whole land round about."
However
this
may
be,
it
was
a sacred symbol for ages before the Christian fathers
64

it,
adopted
to symbolize the waters of

for
sin
life,
the gospel
and uncleanness opened at Jerusalem," thence flowing north, south, east and west, eventually to make the whole earth the garden of the
"the fountain
Lord.
St.
In England the Greek cross
became the
English
cross of
flag.
George, and as such appears
in the
The Latin
death
cross symbolizes Christ himself, and his
on Calvary. This, too, is a very old symbol. Some trace it back to the tau of the Egyptians. A similar form appears in the Scandinavian Mythology as
Longfellow introduces the symbols of
Thor's hammer.
the opposing religions, with artistic effectiveness in the Olaf Saga.
Then King
Of
iron,
Olaf raised the
hilt
gilt,
cross-shaped and
said,
And
Thor's
"Do
not refuse;
loss
;
Count well the gain and the
hammer
"
!
or Christ's cross
Choose
Olaf went over his
kingdom "with
it,
conversion," as Carlyle puts
rough harrow of and obtained an outward

this
conformity to the
rites of
the
new
religion.
But when
O'er his drinking-horn, the sign He made of the cross divine,
As he drank and muttered

.
his prayers the Berserks evermore

;
65
Made
the sign of the

theirs.
Hammer
of
Thor
Over
'Twas the Latin cross Constantine saw

with the words
bol, Peter the
in the
heavens
Conquer by Hermit aroused
"
this."
all
By
this
same symand
Europe
for the First
Crusade.
It
became the badge
of the crusaders
lives in history
symbol
of
and story and hymn as the most powerful the middle ages. Many of the world's greatest
cathedrals are built
upon the plan
of the Latin cross.
The Maltese
cross was
probably evolved from the
Greek cross by the Knights of St. John of Jerusalem, during the Crusades. These Knights obtained Malta
as a perpetual sovereignty,
it
and
fortified the island until
became almost impregnable.

Maltese.
This cross formed the
principal bearing of their
arms and banners,
hence
its
name
Sainc Andrew's cross
in its original
form was X, based

,
on the oblong, later, in heraldy it appeared as X based on the square. That given in Fig. 37 is an ornamental form,
often found in Gothic ornament.
tional saint of Scotland,
Saint
his
Andrew
is
the na-
and
symbol now appears
with the cross of Saint George in the flag of Great Britain.
These four crosses recur again and again in mediaeval often ornament, under various and beautiful forms
with foliations and tracery, often bejeweled or enriched
with lovely colors.
APRIL.
VIII.
Faces.
Continued.
ERE
is
a picture for
you."
Such an
is
announcement
always
delight
hailed
in
with
a prima-
ry
school.
Children
love
tures.
pic-
Such
a sketch as
Figure
Fi g-42-
42,
placed on the blackwill
board before school begins,

a long time.
claim their attention
"What do you
quickly and with
see
here?"
The answers come
little
agreement,
"Hens
chickens
66

birds
67
house
barn
fence
fast.
windows
pigeons."
"Yes, yes; but not so
When you
I
see
a sketch like this (Fig. 43) you don't say

ears
see eyes
nose
'
necktie,
I
is
do you ?
No, you
say,
see a
little girl.'
Now
"
of
what
this (Fig.
42),
a picture?"
Yes,
it
is
a hen-house
or
poultry-house.
live in
floor,
Fig. 43it,
Two
in
families
one on the ground

the
attic.
all
and one
is
Now who
When
like
ready to name
the different things to be seen

in the
picture?"
the interest
is
at
its
height
ask,
"How many
seven
well,
squares can you find
in the
picture?"
five
"
!
The answers come

one
popping corn
five
"
Two
three
four
fourteen
six
"Well,
not so
fast;
Now
count quietly and raise
somebody is guessing. your hand when you are
sure you
know
the number."
in
all,
At
or
last the
squares are
found, seventeen
and the children

it,
may
sketch
something having a square in

the blackboard.
copy the sketch on
The sketch may be
left
upon the blackboard
until
the next lesson, which will be upon another figure,

(i.)
"Do you remember when we
pressed upon one
68

and cut out the shape
of the face?
face of the cylinder
We
will
try that
again this
did
before."
morning, and do
Cylinders,
much
and
better
than
we
paper
scissors are distributed
and the
circles are cut out
by
his
the pupils.
initials
Each
writes Circle
upon one
side,
and
upon
the other side of his paper circle.

did
(2.)
"What
little
we make during
in
the last lesson?
Place the
circle
the middle of the desk-top.
Using the point

pencil,
of
you may
your fore-finger as though it were a trace around the circle without touchcircle.
ing
it.
Yes, go round again, tracing a larger

trace as large a circle
as
Now
let's
possible without
it
falling off the
edge
of the desk.
Let's trace
all
is
round
and round several times.

the
Now,
There
together."
Have
in
movement
uniform.
no special virtue
bottom and moving up toward the left. beginning Begin at the top and move downward toward the left if
at the
you
prefer.
The only
in
rule
is
that the point of beginning
should be
sight during the entire process.
Find
ring,
circles in the
room,
the clock face, the

etc.,
number
the ink-well cover,

"
etc.
Practice the
movement
again.
How many
circles
can you find
in this picture
that
we
studied the other
day?"
(3.)
cils
Practice the circular

If
movement
first
without pen-
then with pencils.

circle
possible have a large printed or
drawn
(about 4"
in
diameter) for the pupils to

trace.
69
Hold the pencil
as for a vertical line,
and trace
round and round barely touching the paper, so as to
make
circle.
very, very light lines.
Now try without the
printed
Just as twenty
cessively
upon the
face, so
homely girls photographed sucsame plate will make a pretty
composite
twenty imperfect circles lightly drawn
may
ed
produce the effect of roundness.

Practice drawing circles of limit-
(4.)
sizes.
That
is,
place two points

to
indicate
of
the
height
the
Fig. 44.
circle,
and practice the movement and draw through

from paper and construct one or
these points.
(5.)
Cut
circles
more such simple

(6.)
objects as
shown
in Fig. 44.
Draw one
or
more such
objects
upon manilla
paper.
(7.)
Reproduce such drawings from memory.

Place points for a four inch Place
a
(8.) Dictate as follows:

circle.
Sketch the
circle.
point one
inch
70

of the circle.
above the lower part
Practice the
circle
movethis
ment
for a
new
the
through
point and
first
highest point in the
circle.
Barbarous
civilized
and
other
imperfectly
people
some-
times wear ear-rings,
often of this
Fig. 45-
shape. (Fig. 45.) " What is the largest circle
you
ever saw?"
"Do you remember

you had trouble with
but
little
that in our last lesson

trisecting?
in
many
of of
I
Now
that
seemed
consequence
drawing the cross, although

better
believe
you thought the crosses looked

;
when
drawn accurately but we shall have trisecting to do You know before long which will be very important. that last Arbor Day we set out trees at the corners of
our school house
lot,
next the sidewalk.
This year
we
have two more to
set out.
Where
(Fig. 46.)
shall
Here
is
a rough plan.
we put them? The corner trees

the others
are only 75 feet apart, and
we must have
all
placed so that the trees shall have

to
the
room
possible
grow evenly.
Will the arrangement at
look well,
or
look better?
Here
are two dots on the blackboard

for
71
the corner trees.
others should
lines 8" long.
Who will show me where the be placed ? We will trisect three different
The two
pupils
who do
this accurately
may
drive the stakes in the yard to
show us where
to set
the trees Arbor Day."
"When you
may
try to
;
you can trisect perfectly, you Cut a 4" X 9" oblong from puzzle out this
think
:
paper
trisect the
long sides
make
three cuts through
Sohool
a
72

of mine.
There are so many oblong things in the world one has difficulty in selecting what to sketch.
some
Of course you all have sketches of doors and windows (Fig. 47) and picture frames, and the American flag.
The next geometric

I.
figure to be studied
is
the circle.
Review
cylinder, surface, face
and
circle.
Pro-
vide a 4 inch paper circle for each pupil.

of
What
kind
edge has
it?
Can you
find a point equally distant
Fig 47-
from
circle
all
parts
of
the edge?
The
line
bounding the
Write the
Find
is its
circumference.
The
is
point equi-distant from

its
all parts of the
circumference
circle
center.
words upon the
in
their
proper places.
objects having circular faces.
Practice drawing circles

later,
upon the blackboard using a string, and Have each pupil fold his 4" circle 2.
freehand.
so that a crease

will
73
divide
it
into
two equal
parts.
Each
is
is
what
part of the circle?
Each
half circle
a semicircle.
straight line
Describe the position of the crease.
passing through the centre from one point in the circumference to an opposite point
circle
is
a diameter.
of
Fold the
so
that
the
two ends
the
diameter
come
together.
first?
The new
crease bears what relation to the
Into
how many
equal parts
is
the circle
now
Fig. 48.
divided
eter,
quarter circle
is
a quadrant.
Half a diam-
a line from any point in the circumference to the

is
center
the radius.
Write the words upon the
circle
in their
proper places.
a 6"
Mount
the paper circle
upon
the
left half of
9" sheet.
3.
Review
its
circle
and
its
details.
Draw
1
the circle
(Fig. 48.)
and
details
upon the
right half of Sheet
4.
74

4.
Draw some
circular object;*
(see Fig. 49, sec-
tion of a
5.
young maple)
a watch, or the ink-well cover.
Reproduce the drawing from memory or draw

circular object.
some other
6.
Draw
the
following from
dictation.
Turn the
sheet (6" X 9") so that its short edges are horizontal. Place a point one inch below the
middle
inches
of
the
upper
edge
four
below place another point.

points sketch a circle.
Through these
Sketch
a
;
radius
from the
center
downward
one inch
sheet.
this
extend the
line to within
of
the lower edge of the

Fig. 49-
Sketch a
line
line
parallel
to
vertical
one-quarter
line
inch
to
the
left
of
it.
Sketch another similar

of
it.
one-quarter inch to the right

lines joining the
Sketch short horizontal

Line
in to
ends of
these lines.
make
a fan.
(Fig. 50.)
When
drawing
circles,
" If at first
you don't succeed,
Try,
try, try again."
not with the eraser, but with the pencil.
Did you ever
*A good list of objects based on the geometric figures may be found in the Primary Manual, " White's New Course in Art Instruction," Prang Educational Co. This book contains valuable suggestions for paper cutting, with illustrations.
A FIRST
YEAR
IN
DRAWING.
world?
75
hear about the most famous
circle in the
artist
There
Giotto
once lived
in
Florence a renowned
;
named
Boniface
Pope (pronounced Jot'-to) wanted some fres-
coes painted on the walls of

St.
Peter's
Church,
Rome,
and despatched a messenger

to obtain
samples
of Giotto's
work.
The
at
messenger
on
the
of
stopped
Sienna
way, obtained
specimens
work
artists
from
some
famous
there, and then came
to
Florence.
One morning
50.
he visited Giotto and requested a sample of his

send to
work
to
Rome
for the
it
pope's inspection.
paint,
Giotto seized
of
a brush, dipped
his
in red
and with one stroke

it
hand drew a
circle so perfect that
was a wonder
to
behold.
Handing
is
the paper to the messenger he said,
"Here
"
your drawing."
"It
is
"Am I
to
have nothing more
than this?"
enough and
to spare," said Giotto.

if
Send
it
with the rest and you will see
it
will
be
recognized."
The wonderful
circle
"
Giotto's O,"
secured the contract, and the master went to

decorate the church.
Rome
to
MAY.
IX.
Reviews.
HILDREN,
Nine times
what
is
the position of this
in ten the
answer
is
a snarl of syllables
from which the practiced ear
may
disentangle
three
words, horizontal, vertical and oblique.
"What?"
Fig. 51.
"
Horizontal,"
is
the general verdict, for so the lead-
ers said the first time.
"Horizontal?" says the teacher

tone.
in his
most skeptical
76

"Vertical
"
!
77
shout the children.
"What?!!"
"
Oblique."
is
"Well, now which
it?"
Did you ever

your own school,
ing only?
listen sorrowfully to
such a dialogue
Is
it
in
my fellow teacher?
of
in
so with drawchildren
Are you conscious how much your

Massachusetts
if
depend upon the tones

looks?
Half the pupils
your voice and upon your will take back

the teacher
everything they have said

expression of her face
:
changes the
The
children don't
it.
know what
they know, and know that they know

angles has this
"
How many
"So you
gnostic
X?"
said
the other day.
think you know, do
you?"
And
I
the
young
answered
brilliant
sturdily,
"I KNOW,
know!"
But he was a
exception to prove the rule.

reason for this indefiniteness and uncertainty
Now one
is
lack of review.
good teacher not only teaches

it
this
one lesson, but welds
to previous lessons
and keeps
the entire work to date before the pupil.

asks in
When
one
May
if
wrong
something is the teacher says apologetically, "They had
about the surface
of a sphere,
that last September."

It's
so easy to do this review

is
work
well in drawing.
"Here
group
I
another picture?"
at the paint
(Fig.
this
51.)
"This
is
saw
shop
morning.
What
are
78

The
oil
these things?
solid?
can
is
shaped
like
which type
edges?
How many
faces has it?
How many
How many corners? What is the shape of the paint pot? How many faces has a cylinder? How many edges? How many corners? What kind of edges?
Can you
Tell
all
something in the picture like a sphere? you know about a sphere. Can you see the
find
picture of a plane face in this sketch?
What
is
the
How many plane faces would How many plane faces there be on the real objects? are visible in the sketch? How many angles on one
shape
of
one plane face ?
face of the oil can?
be on the
etc.,
real oil
What kind of angles would these " can ? What are they in the picture ?
etc.
All the pupil has studied to date
may
be
reviewed with such a sketch upon the blackboard.
But special emphasis should be laid upon the geometric figures, square and circle, derived from the solids.
In
these
reviews
such
book
as
"Primary Manual
Pub.
Co.,
Training"
by
Mrs.
Cutler,
will
(Educational
Boston and Chicago),
be found suggestive.
Ask
pupils to cut pictures of objects involving these figures
from dry goods catalogues, seed catalogues and other

advertisements.
and used
for
These may be pasted in a scrap book, busy work in various ways. Encourage
sketching objects containing these figures.
Have
large
squares and
circles
drawn upon the blackboard by the
79
Jig, 52.
Fig. 53-
80
children.

Such sheets
first
as Fig. 30, (page 41)
may now
circle.
be made,
with the square, then with the
Teach
trisect
using bits of
chalk or beans, or other
movable objects of small size, then have the Greek cross folded and cut from paper, and, lastly, drawn, (Fig.
52.)
Try
this exercise:
Cut a 4"
circle
and mount
ruler
its
it
on the
left half of
a sheet, (Fig. 53.)

line
With a
through
draw
a vertical
Paste a
and a horizontal
center.
i" circle
upon
the center.
Make
a .freehand
drawing
of the rosette
upon the
right side of the page.
The review with
these older pupils
may be
closely
related to nature study.
During the winter,

"
her winds, Did as she pleased and went her way."

all
Nature whistled with
But now
"
She paints with white and red the moors
To draw
the nations out of doors."

girls to leave
And
it is
time for boys and
"
The
fancies found in books Leave authors' eyes and fetch

;
their
own
To
brave the landscape's nooks."
81
54-
82

Such a diagram
as this placed
upon the blackboard
may
help.
TRIANGULAR
A FIRST
YEAR
IN DRAWING.
83
Fig. 56.
Fig- 57-
84

"
They may not exclaim with Kepler

but
they
will
God
"
geometrizes
discover
that
things
are
intelligently
planned
in this
wonderful world, and that the humblest

its
natural object has a beauty of

If
own.
we can
train a generation of
young people who go
about
"
Pondering shadows, colors, clouds, Grass-buds and caterpillar-shrouds,
Boughs on which the wild bees
settle,
Tints that spot the violet's petal Why Nature loves the number five,
And why
there will be
the star form she repeats
"
;
more men and women by and by who can

talk
see something in this world besides the almighty dollar,
and who can
about something besides

this
Self.
The drawings
here sketched
:
month may be
similar to
those
each pupil selecting his own objects and
completing a series of four sheets, (Figs.
5457.)
A,
represents a pressed flower or leaf fastened

sheet
;
B, the enlarged
artistic
be made quite
color.
upon the These sheets may drawing. in arrangement and beautiful in
JUNE.
x.
Arrangement and Design.

this
time the children
know
that
all
BY
it,
objects in
classified
nature and the constructive arts
may
be
according to their type forms, (solids, or geometric figures derived from the solids.) When I say they know
I
mean,
of course, in their childish
way.
"
When
was a
child, I talked as
I
a child,
child,
I
thought as a
as
reasoned
a
I
child,"
and now that

children,
I
teach
must
appreciate their point of
view;
ating
it
and how
is
!
fascin-
Now
is
they
,
may be
all
led to see that
ornament
these
based
I
,
upon things. For example, here are three

each type form
;
same
classic
mouldings, one for
the bead, Fig. 59, the astragal, Fig. 60,

61.
and the
dental, Fig.
They
are
ubiquitous
and
have been
for a millennium.
Two
of these
may be
85
reproduced by arranging models.
86
87
But more satisfactory exercises may be given with tablets or units cut from colored paper. The lowest
type of beauty, mere regularity, recurrence at equal
intervals, repetition,
is
is
already familiar to the pupil (Fig.

the next higher law.
36.)
Alternation
Here
are
at-
examples
tempted,
Fig. 62.
Two
classes
borders and surfaces;
may a and d show

and
safely be
alternac
tion of size, b
and
e alternation of position,
and
alternation of form.
With such designs

color, the teacher
as these reproduced, enlarged, in

fire
may
every pupil with zeal to pro-
duce such
original.
for himself.
His own, of course, should be
Not
original in the sense of novel or unique,

all
not entirely different from

original in the truer sense,
others in existence, but the result of the pupil's
own now
thought.
a.
good set of tablets for each pupil is With these tablets as units, the necessity.*
(i)
pupil should
copy one good example

(2)
to
insure
accurate spacing,
etc.,
make
several original arrange-
ments, the teacher noting results, (3) rearrange the best

with
utmost care, studying proportionate amount of
*"Form
Tablets
is
Second Year, Individual

the best.
Set," (White's
New
Course
in Art Instruction,)
It contains a larger
number of
well pro-
portioned tablets than any other. If these cannot be obtained, tablets may be cut from manilla paper by the teacher, or by the older pupils, or as a As the tablets are to be la-t resort, by the primary children themselves.
used a? patterns
later,
they should be accurate.
88

(This sounds
if
surface covered.
will
difficult,
but any child
have a preference
three sketches like those in Fig.
63 are placed before him.) line in with even gray lines.

terns the units
(4) Trace the design,. and
Using the tablets as patmay be traced and cut from colored
paper, and the design constructed.

nor intricacy, but beauty
;
89
the quiet beauty which comes
from the accurate spacing of simple, well proportioned forms having pure, harmonious tones of color.
some designs for you. Fig. 64 is an old Byzantine border some seven hundred years old. Fig.
Here
are
65
is
from a Gothic stained glass window

is
of the
I3th
century, and Fig. 66
a wall decoration taken from a
90
modern Gothic church.
What
is
the general shape of
the units used in the Byzantine border?
What
is
the
general shape of the units in the other designs?
Can
you
find other illustrations of geometric units used in
designs?
desk,
Look over
find
the
books upon the teacher's

there.
you may
good examples
You
will
be
sure to find bits of calico or wall paper at
home which
show the use
of similar units.
Let us see how such
units are produced,
diameter (#, Fig.
upon one 67) then upon the other (<,) and yet
is
Here
a square folded
once more to bring
all
the single edges together (c.)

is
The shape
angles are
will
of the
paper as now folded

I, 2, 3,
triangular.
The
marked
that
I
(c.)
Unfolding the paper
show
is
at the center, 2 at a corner
and
3 at
middle of a
the dotted
side.
Let us
3.
now
cut off the corner
upon
line
near
See the result! (Fig. 68 a.)
Might we not have

line?
cut off the corner
upon a curved
Curving either way?
Or both ways, making a
91
Fig. 68.
reversed curve?
See the
results.
(Fig. 68,
b,
c,
d.}
Could you now cut a unit might be used

(_/",)
like those in Fig.
65
But
kinds
in Fig. 66, the corners are modified.
How many
of cuts
(e,)
in
modifying corners?
Straight
simple curve
reversed curve (^.)
And one
The
best
might modify both sides and corners (//.) units are those which show contrasts of line
t>s.
(b, straight
curved,) or mass (a, broad and obtuse vs. narrow
and acute,) which are not so modified that their unity is destroyed, nor so deeply cut that they appear to have no
strength.
circle.
Practice cutting units based on the square and

for cutting
Can you get suggestions

(Compare
by studying
56 and 57,
leaves and flowers?
Figs.
54,
with Figs. 64, 65 and 68.)

several fair units
When you
You
have obtained
make
duplicates and arrange
them
to
form borders and surfaces.
will discover that the
space between the units are often more important than
92

(See Fig. 66.)
the units themselves!
When you
have
one satisfactory design, make a careful drawing of it. The end is Beauty. Every means which (Sheet 21.)
conserves this end
is,
is
legitimate.
2,
The order
it
of
drawing
i,
lay out the ground;
divide
accurately into
trace the units;
half
spaces of the proper size and shape;

4, finish with even gray
lines,
3,
adding
tinting
if
desired for contrast.
Sheet 22
may
be the design
re-
produced
for
in
colored paper.
tint
Select tones from one scale,

of blue-green, to pro-
example, a
and a shade
duce a dominant harmony. The order for constructing a design has been previously given in this article.
And
this
is
the final sheet for the year.

for
The
results
on paper are important in the pupil's mind and
they mirror the true results
heart.
Do
these final sheets
reveal a growth in mental power, and
manual
skill?
Do
"Of
Yes,
spirit,
they show an increasing love for the true and beautiful ?

Is
Nature richer to your pupils?

;
Is art
dearer?
"
!
course not
the
work has been so very simple
very simple, but not too simple to transmit your
your love to the

"
pupil.
There
To
is no great and no small the soul that maketh all

:
And where it cometh all things And it cometh everywhere."

if the teacher
is
are
of the right
sort!
INDEX.
PAGE
Analysis of Primary Course
Arbor Day Exercises
Arrangement
Bisecting
Borders
Busy-work
...... ........ ........

.
14
71
5 7,
85
42
57, 85, 86, 88,
89
47
Christmas Presents
Circle
Classes,
. . .
29,
30
30, 67
.
Number
of
Classic
Mouldings
......
. .
27
85
Clay
16
.
Cuoe
Crosses
Cylinder
Design
Details of
Dictation Exercises
......... ........ ....... .....

.
.
16, 21
62
16,
20
89, 91
Form
25
40, 52, 60, 69

.
Drawing, Necessi-y of Regular Lessons
13
Edges Ends to be Secured

Faces
Flowers
......
i
28
92
27, 45
49, 59, 72, 82, 83
II
INDEX.
PAGE
Geometric Figures
Applications
..
I4
31, 82
of, in
Objects
Triangular
...
,
.
41, 42, 49, 81
Square
53, 59j ?9> g 2) 83
Oblong
Circular
.62,
.
63, 72, 81
..
.
69,70,74,75,79,83
..
Applications
Historic
of,
in
Design
57, 86, 89, 91

sc
j)
Ornament
Sketching
.
sn
Illustrative
5, 22j 24> 36>

.
5O
Language Work
Latin Cross
.
Illustrated
'
g,
36
63
Leaves
Lessons, Kinds of
'.'
-49,
Number
of
. .
59, 72, 81, 82
cc
.
" " " "

.
13
.
Order of, in Form . " " in Geometric Figures

.
!g
39, 50, 59, 67

...
"
.
" in Constructed Designs

.
.
88
Lines
"
Position of
.
Maltese Cross
Memory Drawing
Modeling
,
Modified Units
Mouldings
Movement
...... ....... ......

'
...
.
Nature Studies, with Drawing
Oblong
INDEX.
m
PAGE
Order of Lessons.
Paper Cutting
Position
(See Lessons.)
. .
.
Rosettes
Reviews " of Forms " of Details
........ ........
. . .
30, 49, 55, 69, 88,
90
34
80
76
22, 24
of
Form
.
A ';'.
.
66
.
Saint Andrew's Cross
Sections or Classes of Pupils
....
. .
.
65
27
15, 16
Sphere Square
Surface
32, 50
.
.
26
Surface Arrangements
Tablets, Abuse
of
57, 86, 89
.
.
"
Use
Triangle
Trisecting
.... ... .... ........

.
38, 54
of in
Arrangement
57
39
70 23
Type
Solids
of, in
.
14, 16,
Applications
Objects
. .
23, 24, 29, 76

. .
Spherical
Cylindrical
......
.
17
20
.
Cubical
Applications
of,
in
Ornament
...
. .
21
85
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Drawing First Year

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Drawing First Year

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A FIRST YEAR

State Supervisor of Drawing,

BY EDUCATIONAL PUBLISHING COMPANY,

With the June number came

from different parts

of the country expressing the wish that they

faithful teacher in any broad land, in her high work with

men and women,

RAPHAEL PAINTING THE MADONNA OF THE CHAIR. By WMmer.

ought to try to teach drawing

transparent boxes and pre-hisrailway trains

men and wrecked

trappers scalping wild Indians.

They even draw pic-

A FIRST YEAR IN DRAWING.

the formal drawing-card sort, to be

a kind of drawing just as an acorn shoot

Pluck up the sprout, starve the boy, and hope

learn the lesson our pupils have been

stored with possibilities

hearted teacher whose lessons are

never dry, to induce rich growths.

and finds drawing already sprouted, so

work, not planting.

children have just had a fascinating lesson from

a real live kitty,

teacher no longer turns him out, she

uses him for a language lesson.

the children sketch him.

The sketch may be

Children have the happy faculty of getting at

" the " true inwardness of things without loss of time.

example, these two cows with the two

dren distinguish them

by which chilnever lacking. Cows are

long-bodied animals with four legs, horns, an udder and

one particular kind

ever represents a cow's

ears) a mane, and quite another kind of

child-mind, evidently shapes

Children seize the spirit of things as well as

A FIRST YEAE IN DRAWING.

the opposition of forces in the second sketch,

their correlation in the third

Not only may language

Maiden, Mass., aged

A FIRST YEAR IN DRAWING.

the very spot where Miriam had

Miriam stands behind the bulrushes and

to find a nurse while the maid-servant brings

next shown walking

triumph with Moses

Moses now grown

mischievous boy running about

with the princess near the king's palace.

For the lack

and number are omitted.

these sketches from the

Model School, Bridgewater,

needles are put up five in a paper.

Hasn't the pupil

expressed correct ideas of

the bird's head has produced