Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1906-02-07


them, in his own way, and then show
him that his man and tree may obey.
such laws Of beauty Of expression that
they defy no @cancns Of art and. only
fail in the absence of realistic drawing.
One child will recognize that the SYM
Dol employed by another is nearer the
truth than his, and will improve upon
his own. The teacher can present
symbol that will appeal to every child
as much nearer man than his own ar
rangement-a square with a circle on
top supported by two parallelograms-
that stands for trunk, head and legs.
This should be part of the teachers
training-to reduce figures, trees.
houses, fruits and other familiar forms
to characteristic symbols that will ap-
peal to the child in his limited knowl-
edge of expression. Let the most SIM
plified forms stand for complicated OBJ
jects, and of these make pictures.
Tell the child to draw a house and
some apple trees on a hillside, giving
such geometric forms as the symbols
or shapes shown in Cut /. They must
be so simple that anyone can draw
them.
Tell it the arrangement must be it's
oWn-therein is it's individuality. Tell
it that the size of the objects may De
varied-this cultivates it's invention and
application of form. Tell it to lay out
the parallelogram or box it's picture is
to occupy, and to keep to the space; in
this way proportions are better acquired
and criticised.
Results will range from the first to
the last of the examples shown in Cut 2.
1t is apparent that while in each exam
pie the material symbols are the same,
one combination requiring no more
knowledge Of drawing than the other.
tho results are better where proportion
and arrangement have been considered
1t was not question of drawing. it was
question Of taste in the use of materi-
ais.
Now, picture-making or compost.
ton is only the graceful telling of facts
and the young savage in art will by
Imitation garnish his first bald state
ment of three trees and house and hill.
side, when he sees that his facts are none
the less existent, under pleasant pro
portions and arrangements.
If the teacher or parent will lool
around him he will find most objects
made up of combinations of spheres
cubes, cylinders, etc. Often much modi
fed and sometimes complex, they arr
most Of them capable of being represent
ed by very simple geometric figures.
|. Objects Round or Square.
To see how many things are rount
one has only to look about him at tn,
sun, moon, apples, oranges, apple trees
bushes, the human head and so on. How
many things are nearly square or i,
parallelograms, as he sees in houses
doors. windows, walls, tree trunks. tn
draped human figure, etc. Not abso
lutely round or absolutely a box, bu
| by the omission of few accidents O
outline possible of being expressed b,
these simple figures. These round
or squares in themselves might not con
vey any idea whatever, but their relation
in conjunction with other forms ma
be perfectly Ineligible. An isolate
circle might be moon, orange or SOU
plate, but a group of circles, with
slight indentation in each beside a hal
circle of much larger dimensions. woul
be easily recognized as some apples he
side bowl.
In the illustrations trees and othe
objects are drawn to show how a sim
lar study OF familiar things may b
made. The accented and the unacceni
ed form is given, as we'll as combina
ton of the given forms. The forms ar
nowhere more difficult to draw than tn
letters w. o. RID. The accents give
are not necessary; they only show no,
accidental they are on the main form
And by the main forms the pictures ar
to o. made. The child is given the svm
bols without arrangement, and by draw
ing It's own combination makes it's ow
picture. 1t is given the circles as the
are given in illustration No. 3, and toll
they are oranges. the half circle an
told it is bowl, the thin para1lelogra1
and told it is shelf. This is eivin
him words or symbols to tell his ide
Of oranges, bowl and shelf. Then h
is told to put them together. and thj
is his use of the symbols, or his draw
story. FREDERICK RICHARDSON.