The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1873-02-27
Drawing in our Public Schools.
ESSAY DELIVERED AT TEACHERS MEETING
FEB. 81, 1873, BY MISS E. NJ CARRICK.

3 Most books and essays indulge pre-
face before commen cling the real subject, |
and this fact must plead my excuse for
indulging something of the same kind |
before writing on the subject assigned me.
Children should be led-znot driven into
because we believe that such can be OBJ
tanned by the true teacher. Indeed this
is the true measure of the worth of teach
ers, viz: A capability on their part to
Undue the children placed under their
guidance with an interest," lively GU
riosity in the studies necessary to the
early and right development of the mind.
How neces sary then to the accomplish
ments of such an end, that the teacher
understand something of the nature of
the mind in its infancy Would you ex-
pect the boy or girl of seven or eight
years to become interested in the gram
matical analysis of sentence. or in the
solution of a problem in arithmetic, be it
even a simple one? Z would be folly to
think of such thing, much more so-the
attempting to create such an interest.
And yet we know that children reason,
but it is such reasoning as seems instinct
i've in its nature, and a reasoning upon
such things as the undeveloped mind
may comprehend. They reach conclu-
sions, and have opinions, yet, do these
things unconsciously, to a great degree.
Should you ask them why they have such
and such conclusions, the very thought
alarms and puzzles them, simply because
they do not definitely know the reason
and hence cannot definitely tell you, be-
! ing unacquainted with the natu re of rea-
soning. This is to be developed later in
life, and nature will see that it comes on
in time, if her earlier gifts have been
properly unders tood and nurtured by
the teacher These earlier gifts of nature
to the young mind, are just such are
given to our care from day to day,
especially to such ofsus as have charge of
the preparatory schools. They may be
made, in this plastic form, to take almost
any shape or direction by judicious guild
ance on the part of the teacher and
parent. My thoughts have been directed
] in this channel, not only by the ASST gn-
ment of the subject of Drawing-to me,
but by the many questions heretofore
springing up in my mind as to how can
best discharge my whole duty as teacher
1
questions come crowding upon me for
| solution. These fifty or sixty bundles of
human possibilities coming into my school
room each day, looking up into my face
and calling upon me in the name of Him
1 who loves them, to unite or unravel those
delicate threads of heart and mind, with
out tangling them. How can best do
this. SO that during their time with me
| thew NAV be woven into beautiful pat
| - ,,,ipd onA SOnl WnYsIA
advise the use of Drawing part of the
school-room work necessary to the right
and timely development of the childs
mind? And why? To the first would
assuredly answer yes. And only regret
that my answer to the second cannot be
as brief and satisfactory to myself and
Others. Ny first reason is that the very
nature of Drawing from models-either
natural or artificial, is in the direction of
the minds earlier Developments indeed
NAV be made to serve as one kind of
| food for the growth of two of the minds
natural propensities, and the two that are
very soon developed, viz-curiosity and
imitativeness. Who succeeds so well in
teaching as the one who can create or
rather call forth a feeling of curiosity in
the child-not abstract euriosity-but
that which will direct to the work in
hand? Curiosity is, generally. a COM
panion OF interest and even enthusiasm
Secure these in child and you secure
all, provided Judgment and wisdom on
the part of the teacher guide them. Ont
of curiosity grows desire to initiate and
hence we see the boy or girl in the
school-room, even if models be not Given
as naturally taking to the slate and pen.
cil-for picture-making-as the youno
duck seeks the water. Teachers will ali
bear me out in this, and when natI,ra
| thus marks out the way-why should We
| in our ignorance allow it not to be tro,.
eled1 But would you have your punijs
mere imitators in Drawing? No indeed
For with Drawing judiciousiy taught
there is no danger OF injury to the pupil
| in this respect, since in just such exerl
cises may be given the first lessons in
| Judgment, such as observation, connnarL
son and criticism; the last beASp Le6no
other than independent thought. thongb
too pleasant as well as useful to the nnni1
| Industry is also secured The child i
tired OF studying letters and fgures-un-
interesting in themselves. How are Won
/ to rest it-and at the same time intaraet
and instruct? How keep it from idleness
and mischief during these interims Of
book st,1iv, and book recitations I wouId
answer that one method of obtaining so
desirable an end is found in drawinp
Let each pupil be provided with slate
and pencil Then let the teacher nut
| some model on the board; something
that in its outlines and associations. will
interest the little artist tyros. An object
| lesson also may be secured in the same
axercise-thus securing two advantages
at the same time. Now for some of the
other results. You may have, by the
right and timely use of this exercise an
industrious school-industry self-obtained
on the part of the pupils With
industry secured you have also obtained
the basis of good government, since
Satan ever finds mischief-for idle
hands to do" Moreover you are indulg,
ing and developing natural and useful
propensity of the mind,-that of inita-
| tion, or rather the desire of imitation.
1t gives the teacher an excellent oppor-
tunity to insist on neatness in the work
and close observation, two very necessary
requirements. Under observation may
be classed that important one of detect
i ing want a symmetry or proportion of
parts, one to the other. To bring this
about let the teacher place two pictures
on the board, one a model OF symmetry,
the other a deformity, calling on the
school or individual pupils to point out
the beauties of the one, and the defects
of the other. 1t is surprising and pleas
ing to see how soon this important habit
is formed The cultivated habit of observ-
ing proportion and beauty IN the things
or obiects-either natural or artificial
r., IL