Selected writings of Thomas Godolphin Rooper . derived from my study of Infants Drawing. In thefirst place, I wish to defend the Kindergarten drawing onsquare-ruled paper. It is, to begin with, a happy and anabsorbing occupation. Were it no more, it would be valuablefor this alone. But it is much more. Children can early learnfrom it what is the use and meaning of symmetry, and thiswithout technical language. Anyone who has seen whatclever geometrical patterns children can draw from their owndesigns, with a little encouragement of the right sort, willsee a valuable introduction through Kinderg
Selected writings of Thomas Godolphin Rooper . derived from my study of Infants Drawing. In thefirst place, I wish to defend the Kindergarten drawing onsquare-ruled paper. It is, to begin with, a happy and anabsorbing occupation. Were it no more, it would be valuablefor this alone. But it is much more. Children can early learnfrom it what is the use and meaning of symmetry, and thiswithout technical language. Anyone who has seen whatclever geometrical patterns children can draw from their owndesigns, with a little encouragement of the right sort, willsee a valuable introduction through Kindergarten drawing toweaving and flower-gardening and many other crafts. Agardener, for instance, visited the Raw Nook Infant School tosee after his child, and was so struck with some of the Kinder-garten patterns designed by the infants that he copied themfor his own use. Shall I, said a young woman to theteacher who was beginning to instruct her in weaving— ShallI find it hard to learn? Well, said he, have you ever Drawing in Infant Schools 71. learnt to do any Kindergarten work? If so, it is easier foryou to learn. The point to remember is that Froebel wasmuch interested incrystallography andits connection withgeometrical forms. AllKindergarten drawingwhich is not foundedon geometrical formsis debased, and notaccording to the ideaof the founder. Sym-metry is not the samething as proportion, butis of even greater prac-tical value in everyday life, and is as useful to a girl layinga tea-table as to an architect. I may mention, however, twocommon errors which children should be taught to should mark the beginning and end of each line bya slight dot, and then join them by one swift, firm, lightstroke. The mistakes which children make are that theydraw from square to square, lengthening their line piecemealand breaking up one line into little pieces, and they pressheavily on the pencil. The just balance of masses is, no doubt,of more consequence in painting than mere symm
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