The Richmond Indiana palladium. [volume] (Richmond, Ind.) 1854-1855, 1855-03-23

are established n England, Fran 2 aad
Germany.
In Germany, the sta e superin:ends the en-.
tlv.tion Of this art. In every college where
teachers are educated there is PROBES Of
Drawing; and every teacher is obliged to pass
examination in The art before he IS consld-
cred competent to teach Every apprentice
must practice Drawing during his apprentice
ship-a period of three years.
In France, in all institutions under the pat
ronage of Government, provision Is made for
this department. Every person who thinks OF
| learning trade, commences with Drawing.
In Paris. in 1916, there were added u the
nlanv institutions OF the kind which i then
contained, two free schools, where instruction
in this branch should be given 10 mechanics
every night, from eight O'Clock to ten, after
the method Of Dupuis; that is. not By copying
from pape: patterns merely, but from busts
anl models Of various kinds. Ne S,owe, IN
her sunny memories speaks of one OF these
schools. In our own country, te" OF these
schools are established. Such is the case in
Boston, New York, Philadelphia. and think
/ Cincinnati though no; made So generally avail
able as in Europe.
To all a knowledge Of this art will be use
/ full in the cultivation It will necessarily bes.ow
| upon the perceptive facultes. 1t leads to clio
ser observation of the works of nature and
thus to discover thousand beauties i'll what
had before been passed by as lot worthy of
notice: The hab. of close observation in
these things will extend to others, and the
care. foresight and neatness requisite IN draw
ing, can hardly fail to induce habits of order.
precision and method in arrangement But
more than these, the habit of observation will
nurture a love for the beautiful, both in the
outer and inner world. A Child trained to
/ n, MI hnau lf,,l "A
him in this world Of ours, 50 surprisingly fair,
will be little likely to lack for objects OF in err
est 10 fix his attention IN his hours of free iom
and he will very unlikely be tempted into the
haunts or society of the vicious; for the pure
and lovely things in which he has been wont
to take delight, will have disposed his soul to
shrink with disgust and loashing from that in
the moral world. so contrary to that inner
loneliness, so typiied by all outward beauty.
And the soul that learns to love these out
ward beauties, learns easily to love and adore
their Creator. They speak to him Of the one
creative mind He sees in their beauty evil
dences of the love of him that found them.
He sees in Their wonderful construction marks
of unerrng skill and wisdom. On all he
sees clearly written His eternal power and
Godhead. Now if this subject demands such
universal attention, ought not its study to be
commenced in childhood? At sha. season of
life the attention is more forcibly arrested by
objects of interest: the eve discovers more
quickly. and the mind retains the impression
OF outward objects longer than at later Pc
Rod
All children love to look at pictures, and
nearly al! will strive to initiate them. | have
seen children who would copy a picture of
some animal or familiar form very tolerably
though, Of course, not very accurately, before
tbo Of A oh 70
draw before he can learn to write. though
writing at first is merely drawing The same
training of the eye and hand necessary to skill
in one, facilitates also progress in the other 1t
is said that child will learn to write AS read
lily and as well if third part of the time
usually devoted to writing is appropriated to
drawing.
Drawing also affords relief from the te-
dunn of the school-roOm, especially very
young scholars, and gives the mind of the
older ones healthfuness from the toll and
WEAKNESS of combined mental application. 1t
enables the student in Geography and in some
other studies, to have in his mind more WV
id picture-a more tangible idea of the sub
iect than he could otherwise have. The
teacher too. can much more easily make his
explanations understood by his class. by the
assistance of few strokes Of chalk on the
blackboard. A few lines will make that clea-
which would require many words to explain;
or perchnncc the multitude Of words would
blu; serve to bewilder more ana more the poor
little seeker after knowledge.
If this art is pursued as it may be, il will
lead the child to strive to copy the landscape
spread out before him, thus giving him advan-
tases. in physical point Of view. by placing
him much In the open air, we'll as by Civ
ing pleasant occupation. This branch is
introduced INTO many of the schools in Bos-
ton and throughout Massachusetts,, as well as
IN the other Eastern States. The teacher
needs at first only chalk and blachboard-his
students may copy on their states; they ad
vance they may use pencil and paper; in
still more advanced state copy from a pictured
pattern before them, and at last from nature
herself. It's not to be supposed that all will
make equal advancement In this art. All with
equal pains taking do no; write alike elegantly;
all with equal training do no: make the same
proficiency in music-yet all make some
progress in these things Some. of course,
viii surpass all OF their competitors, for only
favored few are endowed with senins-the
celestial FIRE that gives life and vivscity to all
they undertake. In nothing viii this princi-
pie be more apparen, than in drawing Ge-
MUS is inherent. but it requires the aid of cul-
tivation for its right development.
Education cannot bes.ow genius. buI be-
cause the tate and talent of the child are no.
apparent to that degree which we call genius.
viii we deny him all educationo How do we
know what talents may be concealed in that
mind, dormant now, but ready to be awaken
ed by the kindly touch of careful culture, 10
full life and earnest activity? God gives tai
en. education develops it. To Us He gives
the responsibility Of seeing that such educa-
ton be given to those placed in any manner
under our care, as shall develop all their Ia
tent powers, as far as We have the ability to
do So