. Teachers' manual for the Prang course in drawing for graded schools, books 1-6 . ureshave been designed by pupils in connection with their study of earlier drawing-booksin this series. Pupils will, however, need someadditional suggestions in regard to the planningof a design to be repeated over and over to covera surface. Probably the idea of designs for surface cov-ering arose from the patterns brought out inweaving. Thus, from the very beginning, orderwas suggested ; and order resulting from an un-derlying (though not always evident) plan is stillessential in a good design. The first step
. Teachers' manual for the Prang course in drawing for graded schools, books 1-6 . ureshave been designed by pupils in connection with their study of earlier drawing-booksin this series. Pupils will, however, need someadditional suggestions in regard to the planningof a design to be repeated over and over to covera surface. Probably the idea of designs for surface cov-ering arose from the patterns brought out inweaving. Thus, from the very beginning, orderwas suggested ; and order resulting from an un-derlying (though not always evident) plan is stillessential in a good design. The first step mustbe the laying out of a general plan for the must be considered also whether the design iscertain to be used horizontally (as in a carpet)or vertically (as e. g. in a wall paper), or in bothpositions (as with printed stuffs used for dress ma-terials and many other purposes). A design dis- tincdy implying or requiring a vertical position ( having an up and down, as it is said,colloquially) would not be pleasant in a carpet though often desirable in a wall-paper. 128 TEACHERS MANUAL. [book IV. ill 1 >. IT Fig. I.
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