. Teacher's manual for freehand drawing in intermediate schools. Sketch very faint-. It is conducive to a knowledgeof various styles of ornament tosee, side by side, typical modesof treating the same subject indiiierent styles. It is not ex-pected that joung children willlearn more than the names ofeither the styles or details of FORMS OF ORNAMENT. 223 ornament, with the first glimmering of a notion ofthe difference between them, expressed by their ownimperfect drawings, a fair measure of their percep-tions. In this page, three examples of an ornamentaldetail show how the same subject was trea
. Teacher's manual for freehand drawing in intermediate schools. Sketch very faint-. It is conducive to a knowledgeof various styles of ornament tosee, side by side, typical modesof treating the same subject indiiierent styles. It is not ex-pected that joung children willlearn more than the names ofeither the styles or details of FORMS OF ORNAMENT. 223 ornament, with the first glimmering of a notion ofthe difference between them, expressed by their ownimperfect drawings, a fair measure of their percep-tions. In this page, three examples of an ornamentaldetail show how the same subject was treated in asmany styles ; the subject of the Egyptian being thepap}Tiis ; that of the Greek, from the honeysuckle ;and the Roman is a treatment of the the illustrations, it will be seen that the first issimple in curve, and straight in line ; the Greekvery elaborate in curve, and subtle in line; whilstth3 Roman is enriched almost to the point of con-fusion, and loss of character. In this as in manyother details of ornament in the three ancient styles,the golden me
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Keywords: ., bookcentury1800, bookdecade1870, booksubjectdrawing, bookyear1876
