The Ely miner. [volume] (Ely, Minn.) 1895-1986, 1906-03-23


spective or lack of distinct characteri-
zation.
Perspective is difficulty which for
some time will have to be avoided in
stead of being explained. No partial ex-
PLANTATION would be Of use, and the cop
ing with it's broader understanding
would be a restraint which would spoil
much of the free child-like expression of
the work. For this reason the forms so
far chosen have been those least affected
by perspective, or that quality has been
bravely disregarded. Such rounds us
trees, apples, houses viewed at right
angles, do not suffer from that disregard,
but when the interior of a room is to be
drawn it is more difficult to show the diff
ferent planes and not call perspective to
aid. At the ordinary point of view the
tops of tables, chairs, etc., as we'll as
their side planes are seen. The teacher
who has the ingenuity to steer clear Of
these problems and their explanation is
saving much for himself and the child.
This is not with the intention of Sinking
a responsibility, but with the idea of
weighing the relative value of founder
ing in the depth of a difficulty or of go
ing around the edge by quicker and
easier path to the point desired.
To-Day's Illustrations.
In the first illustration three interiors
are given, two without considering
perspective, and one, the cellar and bar
rels, showing the tops of the barrels and
steps. AS simple as the drawing is, the
explanation of how to put the steps in
perspective is beyond the child's pa
thence or interest. So much good and
interesting material is available that it
is not necessary to cope with these diff
ficulties for the sake of surrounding
them.
The other drawings in the same illus.
tration show how apparently complicat-
ed forms may be constructed with the
same simple squares, parallelogra,ns
and rounds which have already been
used. Their component forms have not
been given, but study of these will
serve for the easy management of stores,
barns, houses, etc.
The picture of the lake shore, while
made up of simple forms, is more COM
pick in the combination of its given
symbols. The teacher Should give a
number of combinations and vary the
proportions, as we'll as reverse the di-
rection of the lines, composing it in tall
narrow panels and in long low ones,
making the lake and bluffs on the right
instead Of the left. The child should az
all times be made to feel the fexibility
of the material FORMS.
The winter night with the cabin IT,
the woods is given with colored forms
the shade being black, half tone and
white. This will suggest other subjects
of it's kind where similar treatment can
be used. Reference may be made to the
article in which color proportion and
shading were spoken of. 1t is suggested
that the same subject be treated, gi ing
the outline of the forms more character
accumulation, especially the pine trees.
Let the Introduction of accent be made
by slight degrees, so that the child may
not lose sight of the simple structural
form on which it is building the accented
form.
Majority Learn by Imitation.
1t has been observed in the develop
ment of the class how the child of ATS
tic instincts has sought by all the means
at it's disposal to add beauty TO it's wcrk
how it instinctively has felt proper
lions, color or form; how the mere line
by which it drew has had more life anil
inspiration, though it were only the out
line of cube, than the line of the child
not similarly endowed. There is no way
to make the inartistic nature thus ex-
press itself, no way of pointing out to ii
the subtle difference. For this lack of
artistic instinct there is only imitation,
only the slow process of observation and
requirement by imitation. These chill
dren cannot profit by suggestion, for
they have not the ability to use sugges-
ton. They will always use the mechan-
ical forms in the most mechanical way,
and the teacher cannot expect that the
accented line or the accented form Or
questions of proportion of color are for
their appreciated use.
They will appeal to them more forcibly
after the other children more artistically
inclined have made use of them. The
teacher must recognize in suggesting
any deviation from the plain form that
intelligent appreciation may be expect
ed from only part Of the class.
While the school-teacher has been adj
dressed more than the parent through
out these articles, it has been supposed
that the parent teaching by this method
at home would read between the lines
and see that, while the blackboard
might be absent and classroom of
children not among the complications,
the working method would be the same
The advantage of comparison of draw
ings of number of children would not
be available, but its place could be sup
piled by more drawings on the part Of
the child and more combinations pre-
pared by the parent. The idea that it
is not an infant artist but child given
a picture writing ought to relieve the
parent of any too great responsibility as
to the effect of such work upon its future