The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1898-09-17
NORMAL TRAINING SCHOOL
THE SYSTEM OF DRAWING
ADOPTED THIS YEAR.
Outlines of the Plan For All the
Grades-It Is Comprehensive and
Expected to Be Very Successful.

Drawing in the state normal training
school this year will start with illus
tration in color of story work and ma
ture study, using colored chaIks. which
are believed by the department to be
preferably to any system Ofsolor study
through colored papers or tablets, that
treats color as study merely Tor its
own sake. The more advanced grades
will use water color, charcoal, pencil
and pen and ink in the order named
Drawing used in connection with
storytelling, literature. number, geog-
raDhy, history and science will be, as
far rs possible, of an artistic nature,
especially in the lower grades.
Formal or literal work will be linn
tied TO constructive drawing.
The plan to be used calls for teach
ing of the largest possible whole, the
design being not merely TO represent
objects with outline or maps. but to
work Cor an impression of their mass,
values and character.
Detail and outline drawing will fol-
low.
In no stage of work will synthesis
be lost sight of. When the proper time
comes to go into analysis of the sub
ject. then the two will be carried on
together, or taken up alternately.
Block building will take the place Of
will be seen that the method as herein
outlined does not favor the study of
type forms for the beginner, the point
of view taken is the result of actual
observation and experience, and is de-
Tended by psychologists as we'll as by
the best art teachers in our country.
DR.. G. Stanley Hall says: The type
form system is beautifully logical, but
not psychological" The attempt
says w S. Jackman of Cook county
normal school, ito introduce the study
of form to childhood by a presentation
of geometric figures, the fixed and
highest generalization of form, is to
reverse every law by which the mind
reaches the truth"
The aim is not to discard type forms
altogether. nor yet by their use TO lead
the child to see all nature as Spherese
cylinder, or cube.
With them. children may build
bridges, towers, gateways, churches
and temples, while they may be used
in the upper grades as we use common
objects for more formal and definite
drawing.
Freedom, feeling and sentiment must
be preserved. The child's imagination
must be kept in a healthy condition.
and not starved on points and lines
and isolated facts.
Appended is the outline of the draw
ing course to be used in the state nor
NAL training school for the present
year:
Beginners-Color: Story telling.
Large objects with nature study (use
colored chalks).
Block building. Simple structure, or
group.
Design-Simple borders and rosettes-
Stick and tablet laying.
Clay modeling-Illustrativ and ma
ture work.
First and Second grades: Color-Ob-
jects with nature study (use colored
chaIks).
Block building-Simple structure.
Clay modeling-Nature study.
Drawing-Nature study and common
objects. Teach mass, light and shade
(use charcoaD.
Paper cutting-Large objects.
Observation-Disclosures with story tell
ing, literature, number, geography, his
tory and science (use color, black and
white and blackboard).
Third and Fourth grades: Color
Nature study (use water color)-
Drawing-Same as First and Second
gradss.
Design-Book cover. etc.
Block building-Churches, temples
and architecture. J
Historic ornament-Egyptian -
previous grades.
Fifth and Sixth grades: Color and
drawing as for Third and
Fourth grades.
Conventional design-Flowers and
leaves.
Historic ornament-Greek- Teach
color standards, complementaries, tints
and shades. Teach use of ruler, work
ing drawings.
Illustrative sketching.
Seventh and Eighth grades: Color
Same as for Fifth and Sixth grades.
Drawing-Common objects, nature
study, figure posing (use pencil, per
and ink1.
Historic ornament-Gothic, Roman.
Teach conventional design, color the
Dry, perspective theory, mechanical
drawing.
Illustrative sketching-Same as for
other grades.
PATIENCE NECESSARY.
In carrying out the above plan it
will not be surprising if some crudities
appear in the first part of the work,
d. some disappointment be felt by
those who are looking for results on
paper, or the so-called immediate re-
suits" rather than a healthy or ra-
.ional development.
While this phase Of the question
'synthesis VS.. analysis) was under dis
,ussion in England a number of years
ago, Mr.. Hamerton observed that those
who began with the outline, the most
analytical, seemed for a time to make
he most rapid advancement, but in
heir later work, when the study OF
mass and values were taken I'D, their
progress was less marked, While the
results came from those
whose course was the reverse, first
mass then outline, and if but one be
aught it should by all means be the
mass. Therefore, it may be necessary
% endure some possible crudities at
he beginning, so as to get in the right
way to maturity or ripeness.
EDWIN EVANS,
Supervisor of Drawing, State Normal
Training School
Salt Lake City, Sept, II, 1898.
Note-The above plan is published,
hoping it may be of some aid to those
eaehers who are DESTROYS of placing
rawing in their schools In line with
thought.