The record-union., 1896-11-26

must go to other schools to perfect their
training.
Yes but I hear you say, we do
not know how to teach this subject
You cannot teach what you are not
familiar with. You are perfectly at
home in arithmetic, language, history
and the other branches. You do not
say you have no talent or that you can
not learn any Of these. The Prang sys-
tenn is not designed for the country
| school, but for a school in grades, where
you take up each step year after year.
but you can adapt it to your schools
as you adapt the other branches.
1.-The first thing we start in with is
| form study. We study forms like the
sphere, cube and cylinder as types. A
sphere, for instance, is a type of the
apple. orange and things of like nature;
the cube of houses, barns, etc.
AT first very little drawing should be
| done. We must develop the OBJ
servation first as to facts and next as
| to appearances. There is a vast diff
ference in regard to these two things.
| Perhaps you yourselves have never been
trained to see.''
| Miss Bali, then taking a cube in her
| hand and asking each teacher to do the
same, analyzed it, first in regard to
| facts and then in regard to appearances.
She showed the cube and the other mod
els in regard to foreshortening, study
| iEg the objects first above the eye, then
on level with the eye, and lastly below
the eye, and the teachers were led step
| by step to- realize that we must draw
| things as they appear. She gave prac-
tical blackboard Illustrations of how
the drawing of these models should be
| taught, and of the good discipline in
school that could be obtained by les
sons on this plan. The class must work
together and altogether with the free
arm movement. This is absolutely
mechanical, not talent The school
teacher of all people should be able to
draw
Miss Balls time being up at II O'Clock,
the county teachers adjourned in order
to hear DR.. Winship on Girls"
AT L .. m. Miss Ball resumed her
subject-drawing- on color
and decoration instead of drawing
from objects. This morning our dis
course was upon the pictorial side of
the work, and now we will consider
another part, the great subject Of con-
struction," she said.
There are two large classes of men
in the different arts. The designer who
conveys the idea and the workman who
carries 1T out. If you wish some special
kind Of desks, for instance, first you
must have design or drawing made
before the workman could carry out
your idea. We must either make pat
terms or working drawings that are
readily understood. This work, like the
free hand drawing this morning, is also
mechanical A clear and forcible IL
lustration Of both pattern making and
working drawings was placed on the
board, Miss Ball talking as she worked.
In the working drawing of objects as
many face views are drawn as is nec-
essary to tell the story. The patterns
are cut by the children from paper and
pasted together. The children are to
make the pattern, the working draw
ing and the picture of each object.
Teachers to teach the principles of
drawing as they teach the principles of
arithmetic.
In regard to color Miss Ball said that
girls have incidental color training at
home; that boys never have and that
boys need this training for their own
culture. Girls have this sense and ex-
ercise it in selecting their hats and
dresses, while boys and men have the
conventional dress and cannot cultivata
it in this manner
The first thing handed to children to
develop their color sense is a box of
colored pasteboard tablets containing
twelve spectrum colors.
They are taught the relationship of
these colors and then the arrangements
OF them in borders, rosettes, etc., ac-
cording to dictations Later on the diff
ferent styles of decoration-Greek, Ro-
man, Egyptian, are taken up and
studied. This is not only a culture
study. There is no end Of the influence
for good that it will have upon the in
dividual, and the new world it will
open up for each and every one.
AFTERNOON SESSION.
AT the opening session in the after
noon Miss Caroline G. Hancock adj
dressed the institute on The Teaching
of Patriotism in the Country Schools. "
She said that in the history Of every
country there came occasions when it
| was necessary for its citizens to take
up arms in its defense. At such times;
patriotism is the great guiding power,
and the early training of the child ex,
ertS a great influence in this respect.
Ii we want patriotic citizens we must
imbue our children with patriotism
while they are in the schoolroom and
when their minds are plastic and re-
ceptive
She had been appointed by the La
dies Corps of the Grand Army to bring
the matter before the teachers and ask
their cooperation with the Trustees
in getting them to purchase fac smile
copies of the Declaration of Independ-
ence ana books containing patriotic Sc.
lections
LEADERSHIP.
DR.. Winship, who was to talk upon
this subject, said he wished to make
his remarks complementary of those
yesterday afternoon. He wished to
| speak on the leaders in educational
matters.
He was ashamed to say that almost
every one could name the leaders In
politics, in war, in invention, in poetry
ana various other branches, but he
would venture to say that even none
OF the teachers before him could name
| many Of the leaders in educational
| lines. He would begin with the earliest.
Roger Ascham, born in 1915, was the
sehoolmaster of Henry VIII, of Ed
Ward VI, Of Mary and Elizabeth, teach
ing the latter two when they were
Queens. He was equally loved and re-
spected by both of them, in spite Of the
ennity they entertained for each other
and the difference in their relipiop opd