The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1899-12-29

to s, when, if not cultivated it gives
place to other interests. Poverty of
material from which to construct is no
ban to it's activities. This interest is
due to the activity of the imagination
and this age demands illusions, which
must, however, be based on reality.
This interest soon comes into contact
with the rivalries of social life and a
transition comes from blocks to games.
Anything that he now makes must
stand the test of criticisms or his van
fly is wounded The accuracy neces-
sary for good work is irksome, except
in few cases and these are generally
from a desire of praise for his skill and
a desire to excel. This spirit of rivalry
the teacher must appeal to in order to
give immediate interest in the things
in hand. The constructive work of
later childhood may perhaps be util-
lied as something having a market
value. There could be no keener spur
to the labors of a child than the desire
to produce something that the school
might be willing to indorse and present
to the public as worth a purchase price.
He will find that in the busy world to
which he looks forward the industry
and skill which he is acquiring will
count and will gradually be led from
the trivial rivalries to the larger ones
This use of his products is important
educationally in giving to him keen
sense of the permanent Importance Of
what he is doing.
The next stage In the child's develop
ment is the age OF independence. He
scorns the products of the former
stages and looks forward to manhood
1t is often period of rebellion against
restraint of all kinds. The methods of
the teacher that have heretofore been
successful must be changed. He must
be allowed a degree of independence
His forming ideals are self created and
can be nothing else, yet it is Of the
greatest Importance that they should
/ be allowed. 1t will depend now largely
on the former training of the child
whether he goes upward or becomes
disconnected or even criminal.
Papers discussing the position of Mr..
Henderson were read by Kate Ames Of
Stanford University and Edna Rich of
Santa Barbara and an interesting dis
cussion ensued among the teachers,
showing that there were many devot-
ed to child study among them.
GENESIS OF DRAWING.
1.-The Genesis of Drawing was the
paper of Frederic Burk of San Fran
cisco.
His paper was witty and sparkling,
hard to describe. with an affectation Of
ignorance moving through it, but
bright, telling points made that showed
it but assumed. He depicted his early
efforts in childhood and gave some
laughable expositions of the mistakes
teachers sometimes make in trying to
make children see what is behind the
picture, to see the spirit actuating the
parties represented in it. or the spirit
of the scene.
Miss katherine Ball, Supervisor of
Drawing of San Francisco, dissented
from Mr.. Burk in many respects. She
the eighth year of school life, could see
and but few of the teachers can form a
mental concept of the object. The
children do not see things in their
proper relation to other things and are
| not correct in their drawing but they
| do see and execute in other directions
| She tried to develop the eye so that
children, after seeing thing, can re-
| produce it more or less well after it has
| been removed from their sight The
| children, even in the first grade, can
| often see and take great interest in
color work, if they have objects pre-
drawing should be used for language