The Wheeling daily register. [volume] (Wheeling, W. Va.) 1864-1878, 1876-03-30
Art Education I'm Michigan-Draw.
ing I'm the Public Schools OF De-

Ing Tn the fubi1e SCHOOLS u Do-
trOit. 'g,5sgn. IL "a
The expediency Of teaching drawing |
in all glasses Of the public schools re-
Gently received very thorough discussion
BY the Board of Education of the city OF
Detroit.
In the discussion of the question Mr..
j. I. Liggett spoke as follows:
"Let us lock at some of the considera.
tions which are urged in favor ofthis
study.
~. Dratcing as Teaching Hon. to See
1t is very generally conceded that the
power of intelligent observation, or OF
seeing things, has never received proper
attention in our schools; yet this is
power capable of wonderful development
and of great practical application, and
can be made the source of great benef1t,
as we'll Ms inestimsble pleasure. to every
person who possesses it. 1t is rare that we
lind a person capable OF carefully exam
lining an object, and accurately
describing it. If any one
doubts this statement, let them set some
simple object before group OF adult per.
sons, and ask Tor written descriptions OF
its form, size, color, &c. A comparison
of these descriptions would show that
hardly any two persons saw the same
features alike; and rarely one. unless
trained by drawing, would see the object
with any approach TO accuracy. Now,
this power OF intelligent seeing, the pos
session of properly trained eye, is, in
almost every branch OF modern business,
essential to success. 1t is indispensable
10 the mechanic or artisan who wishes to
rise in his business, no matter what
branch of industry he may be engaged
IN. 1t is equally important to every man
u.aclurer or merchant In order that
ne may detect good work from bad work.
In short, the man who can quickly and
accurately and intellIgcntly see whatever
is placed before him possesses decided
advantage over the one who does not
possess this qualification. Now, tais
power OF intelligent seeing Is clearly one
of educational development. The eye
can be readily trained to see accurately
as the muscles Of the arm to feats of
strength; and drawing is the principal,
If not the sole study in public schools,
which develops this power to any extent.
Writing does not do it, because writing
deals with few arbitrary figures. Read
ing does not do it, because reading has
little 10 do with form, and appeals
almost entirely to the imagination
a -,f Ia at, a ANYTHING oil
the kind. So that what are generally
regarded Is the three fundamental stud
les make no provision whatever for the
education of one Of the most important
faculties which we possess. And, fur
Their; of almost equal Importance to in
tellIgent seeing is The power OF correctly
expressing, or conveying TO others, what
is seen. This can be done in two ways
by verbal descriptions, or by draw
ings. 1t need only be said that the lat
ter, when well done, are always regarded
us the more rel able.
The training of the eye then, being
one of the important features in public
education, and drawing being the proper
way OF expressing what the eye sees, IL.
utcu luo OulN SUI y ItsS VI "hoS 10 cONbI VIZ
have one very broad reason for teaching
drawing in our public schools; and as
children should be taught TO observe, Ia
compare, and to cypress their knowledge
from the beginning of their school course,
we have here sufficient reason for begin
ming the study in the primary schools.
-. 1he Influence Of Drdrctng OUer
Other School Studies-We have seen
that it develops the power of seeing;
hence the child that draws learns to read
more readily, because reading involves
the recognition by the eye of visible
words. AS success in spelling depends
largely upon the ability to recall the APP
pearsnce of words, drawing, us it trains
the form-memory, assists pupils to re-
callthe appearance of words TO the eye.
Hence the experiment, which has been
often tried, OF giving. to drawing half
the time allotted ~ writing, shows
that children learn to write
better in half the time; and
what they learn of drawing is
clear gain. In regard to arithmetic and
geometery, it Is not only necessary that
pupils master their logic and methods,
bu. they should learn 10 work their
problems neatly and with precision. 1t
is upon this neatness and precision in
mathematical work that drawing has a
decided and beneficial influence. Again
take geography. In this study there
must be much remembered OF form, or
40 knowledge will be acquired OF the
typographical features, or political divi-
sions, of the globe. Every teacher who
has taught drawing intelligently will
testify to its great value in the study Of
geography. In such special studies
as botany. mineralogy. &c, it has
an inestimable value Again: prac-
tice in drawing is also con-
slant application of comparison, the
comparing of one object or form with
another; and the development of this
power is feature OF no small importance
IN public school education. Indeed, it
might be asserted, even If we had not
already experience To confirm it, that
drawing can save all the time it demands
or itself by enabling pupils to master
other studies with greatest ease. Hence
they who say that some important
studies must be dropped to make place
for drawing beg the whole question
Experience is wholly against them. In
tellrgently taught, the study OF drawing
will make room for itself in any school
curriculum by its Influence on other
studies.