Selected writings of Thomas Godolphin Rooper . rt of the line is thesegment of a circle, andtherefore cannot be drawnby compasses. Now thecurves that can be mostreadily drawn on squareruled paper are doubtlessfalse from an artistic pointof view, because they ap-proach to segments ofcircles; but, on the other hand, by the aid of these squaresit is not hard to get quite young children to draw verycreditable circles and half-circles—in itself a useful accom-plishment, although not for artistic purposes. I think,moreover, that these regular curves may be used as anintroduction to the artistic curv
Selected writings of Thomas Godolphin Rooper . rt of the line is thesegment of a circle, andtherefore cannot be drawnby compasses. Now thecurves that can be mostreadily drawn on squareruled paper are doubtlessfalse from an artistic pointof view, because they ap-proach to segments ofcircles; but, on the other hand, by the aid of these squaresit is not hard to get quite young children to draw verycreditable circles and half-circles—in itself a useful accom-plishment, although not for artistic purposes. I think,moreover, that these regular curves may be used as anintroduction to the artistic curves of growing and livingforms, such as the branches of trees, the veins of leaves, orthe shape of fruit, like a pear. My reason is as follows:—A number of crystals adhering together, as in frost flowers,present a very regular appearance, no doubt; but if they areseparated a little by moisture, and acted upon by wind orother force while they are being built together, the resultingform has much of the charm of irregularity and arbitrariness. Drawing in Infant Schools 73 within limits which so pleases us in living and growing best way, however, to understand the living form is tostudy the geometrical form of which it is a more beautifulvariation. Leaves and flowers of geometrical curve are falseto nature, but if, when such forms have been drawn, they arecontrasted with the living and growing forms, which I believeto be modifications of them, the young students may betaught to seize the difference and draw the freer curves afterhaving mastered the more easily drawn geometrical may refer, for example, to the way in which some teachersmake use of geometrical shapes—for instance, a cylinder—to enable children to draw cylindrical objects like trunks oftrees, a lighthouse, and a sea-anemone. The system isthoroughly carried out in the so-called Prang system, whichhas been adopted in some American schools. It is my belief that it is of great consequence to estab
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