The Delta independent., 1889-01-22
II. WILSON, Proprietor.
PUBLIC SCHOOL WORK.
xDlrEDBY THE TEACHERS.

No one will question the fact thatthc move,
10 deiineate objects is an advantage to any
one. The advantage is perhaps m-re to the
eye than to the hand, for the eye is trained
not only to guide the hand, but also to rec
cHnize objects, aud judge offorms and distance,
which the hand is not required to reproduce
ihereiore, II we hrst train the eye to recog
nize correct forms it will be more capable %
guiding the hand in their reproduction.
Drawing is entirely imitation. Even the.
artist painting an ideal face must first hay.
the mental image to copy or his canvas will
remain blank. In teaching child to draw
It will generally be found that his menta
images, beyond a few simple lines, viii moi
be sufficiently clear SO allow of correct re
production. This may be illustrated by
asking hin, to draw from memory some sim
pie object with which he is familiar. rs n
house or box.
II should be our aim to devciepe these
mental images, as well as the mere power of
copying what is before the eve; for IL a child
has not correct mental picture of II straight
line or circle, for instance, he eau not draw
them.
'S ~'S iAiohy Soou Systems OF teaChIng
drawing-so there are OF arithmetic or gram.
mar-but children differ as we'll as systems.
and teacher must have flexible method
applicable to each individual pupil to b.
successful
In my teaching begin with lines draw
number of straight, curved and broken lines
upon the board, require the class to name
ana reprsduce them, and then name and draw
simple objects containing them. The straight
line will be most. and the broken, least sat
isfactory, for all are familiar with objects
containing the former, while it will take
Thought to get more than five or six of the
latter. always insist on free.hand work
no ruled lines, nor any measurements save by
the eye alone.
Nov, having form partly developed, next
take up position, teaching vertical, horizontal.
obiiqueand parallel lines, also the angle. with
the same exercises varied to suit the class.
After position it is we'll to to take up SIR.
This will resolve itself into distance rs far
as lines are concerned, but relative size and
relative distance are closely analogous. nc
may be proved by the lines of any plane or
solid figure. Have u line drawn on tho slate
any length, and another hall as long. class to
prove it. This, as well MS other similar exer.
cises, will bring ont some ingenious methods
and will also serve to show how eusly the
eye is deceived.
From this point it is easy to 60 on to sim.
pie geon,etrical figures, always showing heir
application to objects aud requiring repro.
dnction. Now, from the practice already
had, the eye has been trained to repro.
duce what is seen on the board, or before
them. and some natural object, as q leaf, may
be drawn, and the general result will de sur
prisingly correct.
There need be no fear of these exercises
growing monotonons. On the contrary they
always awaken great deal of interest.
This is of course, but mere shadow of an
outline of what may be done with a class.
Position of the body, hand, slate aud pencil,
and character of the lines, also come before
US for attention and methods differ widely
here; but all agree that success can only at
tend intelligent practice.
do not claim perfection for the above
method. for it gives by no means entire salts.
faction, but as whole it has proved the
most satisfactory in my experience, and if
any one has a better. for one would be glad
to give it trial.
WALTER G. SwARr