The Washington times., 1895-06-19


noted as follows: First, the use in every
grade by the individual pupil of objects for
the accumulation of definite ideas before
any attempts at expression are made.
Second. tie fixing Of these ideas and the de
velopmeEt of the creative faculty by the
construction of forms from materials pro-
vida1 and adapted TO the age and ca pacity of
the pupil Third. the use OF objects only as
subjects for drawing 10 the exclusion OF the
printed copy.
The selection OF the material and of the
methods Of observation and representation
al any special stage OF the work is gov
erled 10y the end sought, or, rather by the
leading aim. for there cannot be an arbi-
trary separation; each desired result may be
obtained in different degrees by the use OF
every kind of material
In the first four grades are used, as in
the kindergarten, the type forms of solids
and planes, sticks, colored paper. clay,
familiar objects, and all the wealth OF
material that nature supplies; those beau
tiful forms that appeal TO the heart and in
quiring mind of the child, the plant, the
seed, the lear. the branch, tie flower,
insects and other animals, all have form
and color. and so are considered fit sub
iects for observation and graphic repre-
seutation.
y =
dGtiol Tor close observation of fresemblances
and differences. They are handled, de
sCribed, arranged, and modelled in clay, all
in connection with other related objects.
Clay is tie first material used for con-
stmCtion.
As the modelling in tie first four grades
is in the round. the child, IN The handling
Of clay, expresses ideas OF the form as
whole Ii is the material earliest used
by primitive people TO shape Their forms
foruse and beauty. 1t is the material which
the child scizes upon intuitively in his
play II clay is within the reach OF his
little hands he VIII use II for construction.
So he delights in the orderly development
Of the natural impulse as ii is guided
by his teacher.
He models first the type solids after
studying them from perfectly proportioned
aud beautiful models. He then models
fruits OF all kinds and every other avail
able object In the fourth grade the use
Of clay Is also available in illustrating the
geography work and the study of early
American history as IN the construction from
pictures of the wicwams. the cliff dwell
ings. and other interesting forms con-
nected with these studies. In doing this
a suggestion is given to the child of the
possibility of translating from the flat
into the solid.
The sticks used only IN first and second
years define edges and give direct train
ing to the eye in size and proportion
The use made of them requires dclicacy
of touch and nice manipulation. There is
also given a manual drill which trains the
muscles OF the hand and arm TO that
freedom and control of movement SO es-
sential in drawing, or in any manual work
Little by little the pupil increases his
power TO control the movements OF his
hand in accordance with his Will.
,D1~,r ma n VII
the child delights has a special value In
presenting a standard OF perfection which
it is possible for the child to attain. He
can by care and attention fold his paper
into perfect forms; can see that anything
short of his best workmanship is unsatisfac-
tory. ard realize that precision, neatness
and accuracy are good things. WITH all
other materials he must be content with ap-
proximate results. A definite course of
ornamental design is also connected with
this material in the first four grades.
AS the child folds his forms he ar
ranges them. These arrangements are
orderly, and he is led to see how they
are suggested by the laws of growth con-
stantIy observed by him in the plant and
animal forms be studies especially that
of radiation, that universal creative Law.
which any observer, even child, cannot
| fail To detect. He finds also that he must
] select and arrange in accordance with the
capacity of the material he uses; that what
| can be done with one material cannot be
done with another: and so without dogmatic
! instruction he is impressed With the fact
/ that this is a necessary condition or all
construction If he is properly guided
by his teacher he viii feel that designing
/ even a rosette OF a border is serious
matter calling for thought; that it is not
a mere clipping of paper or shaping OF
J clay into fantastic forms.