The Republican journal. [volume] (Belfast, Me.) 1829-current, 1896-11-26
Drawing in the Public Schools.


make it amount to the most good. If it
is not, want to tell yor why it ought to
be taught, and how You can start the
work to the best advantage.
In tile first place, we need to put abso-
lutely out of our heads the old notion that
drawing is mere fancy accomplishment
like playing the mandolin or crochetng
tides. 1t is the universal language of the
great tades and industries and arts.
This building was made from drawings.
The mill machinery that turned out the
lumber for it was made from drawings.
The hinges and knobs and bolts and
screws and latches and springs and all the
various tinishings were made from draw
ings The maps and pictures were all
made from drawings; the printing presses
that duplicated them were made from
drawings. The multitude of small parts
in your watches were all made from draw
ings. SO were your pen knife and your
pocket book, your spectacle frames; so
were your scissors, your sewing machines
and your bicycles The patterns of your
dress goods and ribbons, carpet and cur
tain and wall papers were all worked out
from ,rawinos. So We're the shape and
The ii ,c,,ration Of the dishes from which
Nou ate your breakfast this morning.
The camera that takes your photograph,
+h,. railroad car in which YOU ride 10 Port
ldud, tle bridges, even the very road bed
.+tle i,i1n3G nil depended on DRAWINGS
..t ...,,,. ,.,,5. f.,i then. existence to serve
,...
V....,. DRAWING. 3ftuajlv is q oose j,i,-
,...,..,- ..,t,7. Il, h.. v.I],j,s atfai,st THE
..+.-. ,.t,.-i,.,l o..f,,4,,,+S and con,ao-
.atta H. iife Jr,4nG ON n The hooks
...,..t,... ,i..t,+,n,..,,,,l ,,,,,.;o,l in.f,,,1
...1'-. -...I i,,.,,. ms means nj mental and
.,+.,,.s t...-...la,,,...,.7 C.,u,-n,,' off,,d
IT,. '..,.. ,,.+ If ,..,,,,,,,, ...I,,.Is , sim.
..+..f1.'.-1,.. ....I.,,.,f III, .n +n,,nLns
I.t5 5..,-,. I+,,.., I,,,,,,r,oi INK. -
i.. ..,,.,,.,+ ,,,,i ,.,,,, I.,,,,,,,
1ot ~. I..,'I- 40 ,,,,',l,Y,l
..,.. ,,-l..,+....,',l,- +,,l,. }l,,[',t
p....,.. ,.., l..,,. lad l,.,,,.;,,s, +,,,,.l.t
-I II IT,. ,at s,i-,,n,I T.,
49,. A.. ..,-,l s-,,,,.-.f +1,o -,1,.1,,,,;4
.,iI.' oi W. Wv, III 'i'' :
,...... +i''.t - ,,a. i'-.'',l
s wa-Joot tiue- that the children would
se.Ie} ilaNe 'ceu kept begging AWAY at
multiplication Tables and map questions.
LIFT 1, 3uD> iuro 3e matter. In the first
''--' ''''-''S '"'' W."
lelstar0 q ,itUatiun The bare fact
il;ir i,} had tNn drawing lessons per
week .aSl yeal mud cannot to-day make a
.ite-hkv sketch of horse or an elm tree
dues uut necessarily prove that the les
silis did him no good. Given The same
small amount oi practice in language eX-
tIc-Se>. Nou would not expect him to be
equal to- editing the local paper. You
would be satisfied if the school work in
language had made him do his thinking
more sensibly and consecutively, and if
be had begun to wake up to the differ
ence between a clear. pleasant way OF say
ing things, and a blind. clumsy way of
saving things. SO with drawing: before
YOU say o. let anybody else say that your
teaching Of drawing is a waste of time and
labor, look into the real facts. See if the
children are noticing the forms and shapes
and colors of things more than they used
to. See if they can recognize resem-
Diances Of form and outline more prompt
IN and correctly than they used to. See
II they can describe particular forms in d
more defnite, sensible way. For II you
ind -hese tluits, Yo0 may be sure that
drawing has been doing some good. The
onlE question need be how to make it do