The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1908-04-12

are taught to make sketch OF each
part and then OF the whole. I have
found tho most difficult task In the
first and second primary grades to
make the language lessons Interesting
as we'll as helpful. 1t Is of the great
est Importance in these grades to teach
the child to think quickly, speak
promptly and use language correctly.
For attainment in these habits have
found drawing Indispensable; 1t adds
surprising 2est to the children's work.
Pardon me for personal reference; I
have found that interesting and help
full language lessons may be obtained
by making, little language books of
unruled paper, painting simple de-
sign on cover, and fastened at side with
q bow OF bright ribbon. Given one to
each child.
In their presence I draw q simple
little sketch on board of, an object In
teresting to them; after talking with
them about 1t for awhile. require each
child to draw the object In his little
book, and then have them to write
sentences or little stories under the
drawing. 1t Is surprising to see how
interested they are. Each child tries
to write the best story and keep the
neatest book When they arc once In
terested you Will be surprised at their
ability. I have tried FASTING a picture
in the books, but failed to get the same
Response. They wanted the drawing;
here their creative power asserts it
self. Too much cannot be said of its
value. In the study OF geography, the
children will get much clearer con-
lception Of the country and places they
visit II they are requested to draw
| in their note books simple little map
| of the country or section of tho coun-
| try through which they are passing,
and to make little sketches of the
mountains, lakes. rivers. and other In
teresting things they see In their
| travels. It's value cannot be over es-
timated in teaching physiology.
To give life and interest to this sub
| ject. and make 1t clear to the child's
mind the blackboard must be brought
into use. as I have said before, not for
elaborate drawing, but simple outlines.
| Drawing Is a great aid in building
| ideas OF form, relief and movement.
| To make 1t a success in our work, we
must put life and movement into It,
| In tho primary grades 1t should, of
course. be constructive and the crea-
tive impulse of the child quickened.
Drawing Is the child's language: there
fore teachers must learn this language
the child.
In whatever else we, may differ, /
am sure every teacher will agree with
me when I assert that telling Is not
| teaching. The pupil must not be a
/. listener only, but an actor; there is al
| ways work for the scholar as we'll as
| the teacher The teacher does not carry
| the pupil, but is only the guide. who
leads and points out the way; hence
L &s,-r
and induce them to learn, and in what
better way can we do It than through
| drawing.
In every child's mind we will find a
latent love of knowledge, but it needs
| to be stimulated; 1t must be excited
and quickened; the truth must be pre-
scented in way that will arrest at
tention and impress the mind: here
again we will find drawing to be a
| great aid to us in our work.
If you We're trying to teach u child
the nature of circle, would you begin
| by stating that a circle is an area llav-
ing for It's centre a point and bounded
by a circumference in the nature of an
endless Imaginary line, which at all
points is at equal distance from centre,
and require pupils to commit this defi-
milton to memory? No, being teachers
| of sound Judgment you would do moth
| Ing OF the kind; but YOU would demon
strate its nature and properties through
the sense of sight by drawing the fig
ure on blackboard before the pupils
| eyes.
| One thought more upon this impor-
tant subject. Perhaps many OF you
| think some extraordinary genius Is ne
cessary to fit q teacher to teach draw
| ing. It Is Il mistake. You can learn
to draw far better than you imagine,
and at the sacrifice of comparatively
little time and labor, AS I have said
before, you can teach better and make
| your lessons more interesting II you
know something about drawing. YOU
| Will soon learn to think illustrations
naturally as you study the lessons to
be presented.
| Teachers. our work Is before us. An
other year OF opportunity. How VIII
you use it? For the good OF the child
| and State? l trust so. There are
problems to be faced, questions to be
settled and work to be done. We must
not falter. We must make the schools
OF Pittsylvania county second to none
| in the state. Let us resolve to do
| great things just where we are; to use
what we have to It's best advantage.
| Our school will then become sue
cessful one, whether 1t be located in q
rural district or in the city.
| Do not let us worry so much about
| getting better position, which Will
pay more. but rather let US deserve
what we get, and let us make our own
little schools great by giving our time,
our strength and the best that is with
| in us to them.
In conclusion, let me urge you all to
| a greater interest and increased eff
| fort. Let our watchword be- ''Pro-
gress," and let us remember If we are
| to move forward collectively, We must
advance individually, for it is the in
dividual effort (you In your place, in
mine) that really counts. May each
of us take to ourselves Edward Everett
llale's motto:
II am one.
But l am one.
cannot do everything;
But ! can do something.
What I nIuht n