The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1886-08-06
INVENTIVE DRAWING.

In all branches of education side by
side are found two companion teach
ers, named Science and Art. Science
the keen, calculating, unlinching
discerner of fact. Art-the pure-eyed,
quick-eared interpreter of fact in all
its practical and ideal relations.
Arithmetic is defined the science of
numbers and the art of computing
them. Grammar is the science of
language and the art of using it.
There must be, then, special de-
partment of education which embraces
the science of Forms and the art of
using them. This department takes
the name of Drawing.
Science says, 1T is So" Art says
for what purpose it is or what ends
may be subserved by the use of these
facts.
Inseparable, then, are the two in
framing any firm foundation for
thorough knowledge in any direction.
To discover the truth of things, and to
be able to apply such discovery to
practical purposes in thought and
action is the union of the two regard
ing ones personal knowledge. When
it comes to teaching this science and
art, there must be still another science
and art-the science and art of teach
ing science and art.
The attempt to transfer ones own
knowledge to another secures only the
most superficial imitation. To furnish
the means by which the process Of dis
covery may be carried On, and to sug-
gest the manner of their use, is the.
province of the teacher, and comprises
the art of teaching. Science goes still
farther, and, discovering and under
standing the various powers of use, is
able to suggest to art the proper means
at all times of supplying each need.
Science says in it's search, "The more
hidden the more possible. Art says,
The more ideal, the more practical"
And to put into tangible form a
thought, an idea is an almost unequal
ed joy of child or man. The ability,
then, to awaken the spirit of invention,
which is the leaven of thought and life,
is the secret of successful teaching.
To be able to furnish the wisest means
by which this result is reached proves
the worth of method or system. And
to lead others to see that which has
brought help and joy to us is a second
joy to be compared only with the first.
But if one should ask, what science, and
art, and methods, and systems have to
do with little children, let us try to
answer.
j Art includes fitness, adaptation to re-
Quirements. Children require play
things. AS the truest suggestor is the
truest teacher, so the best playthings
are the most suggestive, and the most
suggestive are the best. But little
children do not need suggestions.
They are simply animals, and only need
to grow physically" is thought to be
met.
Whatever we may think of the truth
of the statement, that all our ills
mental, moral or otherwise-are re-
suits of imperfect physical conditions,
though we may believe that sound
body makes a sound mind, we know
a cultivated mind.
1t is true that the less impeded the |
sense avenues through which all inn
press ions reach the mental part, by so |
much stronger does mental activity |
become. But tie extent to which the |
two act upon each other and so react
upon themselves is certainly not yet
fully known.
The sense of hearing is not in the |
EAR, nor the sense of touch in the |
finger ends, however delicate they |
may be. Quality viii always out
weigh quantity, spirit, matter, on some |
scales, and the big head with little |
wit" may not lift the " little one, full
Of it. Better if reasonable size and |
quality go together. However this
may be, that plan of early education
which unites all forces in harmony, if |
it can prove itself such, has a strong |
claim upon attention al least.
The attempt will be made to show
that the fundamental principles of Art
in all directions are incorporated into
IDEAS which find expression more or
less crude, in the use of various mate
rails, and that the play of children
may be turned to account in this di-
rection, and so all otherwise waste en-
ergy be utilized in perfectly natural