Telegram-herald., 1888-05-29
THE CHILDREN.

To the Society Editor of the TELEGRAM HERALD.
Many people have looked in at the Shep-
ard Hartman store where have been work
ing for the past few days to ask what we
were going to sell, and since the drawing
has changed considerably in the public
schools during the two years since our last
exhibit. would like to say something of
the business we are doing and for the work
we have put up for inspection; a little OF
the everyday oeginsof our public schools
The work work WITH the first grade
children, who have sent their spheres,
cubee, cylinders, hemispheres, square
prlsms and right-angled prisms, their type
forms and the objects based upon them
nodded in clay and made of sticks and
peas. They have also sent the impressions
of the faces OF these solids in clay, sticks
and tablets. These, or what is left of them,
can be found upon the windows and IN the
window sills. In explanation the lower
grade children were invited TO visit
the exhibit this afternoon in a
body and they came; how many l cannot
tell but the room was full, the street was
full, and found had sadly miscalculatsd
the interest of the Grand Rapids children
in their schools. What added 10 the
confusion was determination on the part
of each child to first see that his own draw
ing or map or occupied good place and
was actually on the spot. And since L am
continually saying, children must gain their
ideas through the combined impressions of
touch right and the muscular sense / could
only allow them TO search each ior himself
through our nicely arranged tables. The
children draw views of the solids and learn
all about the right line figures obtained
from them, but they do most of their work
upon states which of course cannot be
spared so near the time Of the final exam
ination.
The second grade work begins at the
back of the room and the children have
sent their share in two forms, the shapes
cut in paper and the same shapes repre-
sented in drawing This grade also
deal with six new solids-ellipsoid, orvid
equilaterai, triangular, prism. cone. pyramid
and vase form which they mould and study
after the plsn Of the first grade, but which
we have not room TO show.
The work is divided into three lines to
show the three ways in which drawing is
applied-in working-drawing; in object
drawing in design and hand We have the
three subjects of instruction, construction,
representation and decoration. These sub
jects are governed by principles which are
essentially different, and each must have a
separate line of study. The first drawings
are to show how things are constructed and
the others TO show how they look. As no
regular course is laid out by the Board OF
Education for the High School, they work
! mostly from models and objects In groups,
studying light and shade for the first Time,
and using any material they choose, pencil,
charcoal. crayon or water-color.
In the middle Of the room will be found
| examples of the way drawing Is used in
connection with the other subjects of study
| in our schools. Nr. Barnhardt shows how
he makes use of it in Physics; Mr.. Carmon
| has loaned one set of the notebooks of bis
class in which are recorded with illustra-
| tons the experiments of his class in the
same subject. Mas Horsford contributes a
set of Botany papers, and Misses Goodwin
and Parker send works on Physiology.
On the tables are sets of drawing books,
| illustrated lessons models and objects made
from paper and other material made from
| working drawings and used for object
drawings and 10 decorate patterns and
| maps.
| The maps are Memory maps" drawn
| from memory, and show the knowledge oi
| the forms of the countries and physical
| characteristics. The Production maps, y
| with more care. and show the location oi
the natural resources and manufactured
| products Of the countries studied.
In conclusion 1 desire TO pay q Just tri.
butte to the teachers in all the schools tC
whose spprecistivs and psinstaking care
| With the pupils under their charge tn.
success Of the work ia our schools il chief ,
due. s. Mccall.