. Francis W. Parker School studies in education. E^skimo life. Paintins by first grade child. making furniture by hand, while their origin was for utiUty, stillafforded ample opportunity for creative handiwork. This was astimulus to the imagination, and one that the child of to-day need to make stimulates invention, and thus causes the cre-ative imagination to function. The problem of art teaching to-day is largely two-fold in itsdifficulty: first the difficulty that children have of making form cor-respond to the object, and second the teachers dictation of theproblem. Such dictatio
. Francis W. Parker School studies in education. E^skimo life. Paintins by first grade child. making furniture by hand, while their origin was for utiUty, stillafforded ample opportunity for creative handiwork. This was astimulus to the imagination, and one that the child of to-day need to make stimulates invention, and thus causes the cre-ative imagination to function. The problem of art teaching to-day is largely two-fold in itsdifficulty: first the difficulty that children have of making form cor-respond to the object, and second the teachers dictation of theproblem. Such dictation is often too rigid for the childs teacher feels he must teach the child facts. The argument ofthe world says that the knowing of many facts makes a wise can the intellectual alone produce creative work? Does it notleave out of consideration the childs feeling? I have seen children. E^skimo life. Painting by first grade child. 106 CREATIVE EFFORT
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Keywords: ., bookcentury1900, bookdecade1920, booksubjecteducation, bookyear19
