New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1852-08-12

lustrstons of ths Importance and dignity Of the art IN
der consideration. At this day 1t 10 used 10
every department Of life; this Is an aga oil
illustration. He proceeded TO define what Is
the actual definition of Drawing" 1t was not to
copy picture psced before US but 10 represent faith
fully whatever observe In Nature recoect OF the
past, create In the Imagination. He d=et with much
force upon the Importance Of labor the mesns OF ds'
velopipg genius genius may plan bat labor must be
tie executor He said thar the faculty Of drawing or
desisDDg was important branch Of education uss-
ful and almost Indispensable in many studies. The
speaker passed TO an eloquent eulogy on Art Il
mar be asked, where would DO your designers ii all
we're to learn drawingi Such = Condition would
he all the better for them, for Art became
universal, the love of the beautiful would increase
arc tic demand for the productions of art Increase Ia
equal or greater proportions IL would be for the bene
ft Of al srss-pslners engravsrs sculptors-to have
the whole people fully educaedin that which now seems
70 be their nOpOy The Lecturer went on % the com
meIc,al view Of the subject lie hoped should
become our own pattern makers instead Of wearing
forever the worn on. and absurd fashions OF france
and England. II learning the art OF Drawing, no
thought the first thing t. be d. ne wss 10 attain the
power of execution, Joined with original thought,
10 bring about joint action Of the mind and the hand
By copying the mind Is left with nothing to do and the
work IL consequently without result Hs went TO
irnpress his hearers with the importance OF drawing
from nature he denied the possibility of teaching
drawing In set number Of lessons, II was all fall
lacy various faculties require various degrees OF ef
not continue, and will 10 tho highest point
Of excellence. The next point wss the importance of
the arts Of design In architecture In this country,
want style OF architecture that we
no. borrow from the old world. The peculiar climate
o; America requires order of building not yet orig
mated Hesereed in this point with the late amented
A. j. Downing of Newburgh. The speaker paid jGst
tribute 10 the DemOry Of Mr II Is often regretted
that baye not here the models OF ancient architect
uIcto copy. He thought different. Architecture rep.
reserts the circumstances Of the people among whom
i Is found We have no such Egyptian heat GceciAn
heaihepsm, Roman pride, Gothic tyranny and
gloom, shadOwed by the temples and
norssteres OF old In urging R general
study OF bit, he spoke Of its difficulties Of its trials ald
failures. BIT we need not these trials. if we d.
not grsp beyond faculties. Even the teas: that
co fully accomplish will al Tays be OF use snd OF com
fox; to Vs. Tae love of Beauty Il uovers'l the br ken
picture the SKATER ed vase, the Informed toy 10 the
humbiest cabin prove this H3 encouraged teachers
cultivate whatever taste Of drawing they may disco.
yer In their pupils to check vulgar aud untrue expires
sions of II snd lead Il into pure and worthy channels
He closed bis lecture by an appropriate quotation irem
Charles Spragues Ode TO Art:
"When from the garden driven" &c.
Mr. FISHER Of Philadelphia said he was
not an educator bu. he had listened with the greatest
pleasure to the lecture Just closed However, he pro
tested against the OF the old adage There IL no
royal road 70 Geometry" We dc NOT inquire for royal
roads; maze republican road. we can, believe
make even Geometry popular snd pleasant study.
l.
upon the spirit of which was necessary 10
mater any important study. He thought toe only true
path TO greatness and usefulness was ia this ine Of
enduring perseverance,. lie also pleased with the
paper ust read and hoped il would have the effect OF
calling attention 10 the subject.
Mr.. MCELLIGoTT of n. Y. said he had
been IN the habit of practcng copying, and he would
Ike to hear more In detail the sf Mr.. Whitaker
Tor go emphatcay condemnng copying.
Prof. HALDEMAN Of Ala. advocated the
of copying a Of getting many Difficult
,ies which would give much trouble 10 beginners.
DR.. SEARS also desired Dlr. Whitaker
further to explain himself
Mr.. WHITAKER said lie was fully per-
suaded that he WAS right. He said he had not con.
demned copying sltogether-l was in some instances
useful. lie related much of his experience In various
schools and academies IL Europe He said Art bu,
4 Jingle line-or rather two straight and a curved
line Al pictures made up OF geOmerical forms.
black board put up, and tho Speaker demOns,ra
led his position thereon. The lecture rsther TOO
technical for newspaper rep "a, and we omitt. Tho
satisfaction Of the audience al bic explanations seemed
70 show hat be had made the strongest impression Of
The truth Of his position.
Mr.. Nc ALLIGOTT offered 4 resolution
OF thanks for the able lecture and Illustrations Of Prof
v hi,iakcr. 1t vas unanimously adopted
After the giving OF yafiou, notices. >ev-
ersl members were proposed and elected. The meet.
ng then adjourned ill ~ PM.
SECOND DAY-EVENING SESSION.
The Eyening meeting was held at The
Library Hell, at clock. The attendance was very
large.
D.. SEARS Of Boston, presided, and III
troouccd
Mir. GEORGE B. EMERSON, also of Bos-
on, who read pape' upon True Functions OF
Text Books He alluded 20 the fact that the mpor
lance OF eiviDga true character for Text books, mad
beer extremely undervslue1 even by the most ardent
friends Of Education In consequence OF the III quaii
cations Of teachers books almost universally give tho
bis. Of right wrong to the minds of children. He
entered length into de- inition OF tue great o.
iec,s of fundamental ana primary education One oo
lect was, the acquisition OF language, foreign
tongue, but our own. Language being the medium Ot
receiving aud communicating Information Is therefore
the most imporisnt branch Of primary tuition The
study was, indeed, study OF nature itss rather than
Of abstract language. He thought II the most
important part Of the education OF child 10
learn the names and qualities of things. We put
a child into school and shut them up with books when
every instinct and impulse at their nature Is reachlng
and grsspng after tho privilege of readingnot tue
books made by Man, but the great book made by God
DC hoped that this pernicious shutting up OF children
would soon be- s All emo, aud ihat Neture would have
the attention of her ardent young pupils. But
In cases where real OBJ 3cts cannot be reached We
should produce the best accounts ar representa-
lions Of them The mind ard it's fuuctions, the
soui and its passions, OF course need different
education 49, there should be the careful teacher
and The correct book ready 20 train up the youth
ful mind In proper channels lie further i'm.
pressed me importance Of thorough knowledge of
our OWE language. The second point Of importance
Ia education is 10 furnish the mind with all useful in
formation But whst isusetui knowledge This is an
important question which seems not 70 have been asked
BY many OF the makers Of school books The
speaker defned whar ne deemed 10 be the chief tea
lures of truly useful education. Arithmetic sutf
cieLt ior all business OF life was one thing; bat
III is bot properly nor economically taught
Geography he deemed 10 be, at present, very badly
Taught Instead of the great laws of physical Geogrs
ply, the lava Of climate, storms &C. the child 10 taught
long lists Of rivers and towns which he will never hear
OF sgsn opgituoes of places upon which nothing what
ever depends. lie alio named writing drawing and
rrrniinpnt faAilrea nf I1r,,tarr -,