International studio . 13. DRAWlNc; FROM MEMORY MADE IN ;-AMK WAY AS FIGS. II AND 12 FIGS. II 12. DRAWINGS MADEFROM MF;mORY of MODELS IN MOVE-MENT BY STIDENTS OF THE BOOK-ILLISTRATIOX CLASS AT MARGARETSTREET, BIRMINGHAM ure justified in continuing the study of art as a life occu-pation. It would revolutionise the whole system of theteaching of drawing by giving it immensely wider interests,and thus make it a much more intellectual activity. Theaverage mind has considerable power of mental picturingwhich is constantly being used slightly but seldom up to itsfull value. By the regula
International studio . 13. DRAWlNc; FROM MEMORY MADE IN ;-AMK WAY AS FIGS. II AND 12 FIGS. II 12. DRAWINGS MADEFROM MF;mORY of MODELS IN MOVE-MENT BY STIDENTS OF THE BOOK-ILLISTRATIOX CLASS AT MARGARETSTREET, BIRMINGHAM ure justified in continuing the study of art as a life occu-pation. It would revolutionise the whole system of theteaching of drawing by giving it immensely wider interests,and thus make it a much more intellectual activity. Theaverage mind has considerable power of mental picturingwhich is constantly being used slightly but seldom up to itsfull value. By the regular training of it the lesser mindswould gain greatly, while the greater minds—who alwaysuse it—might profit by its early cultivation. I believe thatmuch of the interest of old work is due to its being done out Art School Notes. B DRAWING FROM MEMORY OF MOVING MODELS BY AMARGARET STREET SCHOOL OP ART, BIRMINGHAM of the head with very Httle direct imitation, andthat things done out of the head are Hkely to conveya great deal more of the individuaHty of the artist—and something more not easily defined—thanthings done in the more imitative manner whichprevails. Since writing this very brief sketch ot my ex-periments I have had the pleasure of reading Training of the Memory in Art, by Lecoq deBoisbaudran, translated into English by L. Though Lecoq had the same object in viewas I have, that is, the cultivation of the faculty ofminds-eye picturing, he does notappear to have made any distinctionbetween memory and visualisation,and there are several other points onwhich I differ from him. The chiefof these is that, whUe he allowed hisstudents to draw from a copy oroh]eci first, and afterwards to makea memory copy of that drawing, Ibelieve the memory drawing shouldbe made first, and afterwards, if atall,
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