Art . e class had been given a sleigh ride, and the next day the pupils madepictures describing their outing. No two drawings were alike. In the drawingshown, the boys are seen scampering to the sleigh in which the two chaperones arealready seated. Marvellous as are the hats of these ladies, they pale in comparisonwith the impossible steeds. It is only when attempting to depict a similar scene that one realizes howmuch the small boy has accomplished in this drawing, notwithstanding his in-accuracies. He is just emerging from the symbolic stage; the few detached housesstand for the terraces in
Art . e class had been given a sleigh ride, and the next day the pupils madepictures describing their outing. No two drawings were alike. In the drawingshown, the boys are seen scampering to the sleigh in which the two chaperones arealready seated. Marvellous as are the hats of these ladies, they pale in comparisonwith the impossible steeds. It is only when attempting to depict a similar scene that one realizes howmuch the small boy has accomplished in this drawing, notwithstanding his in-accuracies. He is just emerging from the symbolic stage; the few detached housesstand for the terraces in a city street, the larger building represents the school-house separated from the other houses and the street, as the piece of fence are unimportant but necessary details. The hurry, the capacious sleigh, thehorses, the interested onlookers, the restraining chaperones, and that nonchalanthero of the occasion, the driver—these are of consequence to the boy and loomlarge in his 50 AET III all illustrative work the teacher must endeavour to get the pupils point ofview. He may find in the al)surd pictures a fount of amusement to he inwardlyenjoyed, but the pupils thought is not absurd, and to depreciate or make fun of hiseifort may result in the stunting of his develoi)ment and will most certainly destroyspontaneity. \VTien pupils arc lo have an outing or arc to V)e given the opportunity of seeinga circus procession or a parade of any kind, they should know beforehand that theywill be allowed to make pictures describing what they have seen, when they returnto the class-room. XLKsKiJY i;hvmi:s A list of nursery rhymes suitable for illustration is given in the text forForm I, Senior Grade. PtEPKESP:XTATl ONPLANT STUDY Pupils in Form 1. under the guidance ol the teacher, should be able to makecreditable pictures of the flowers mentioned in the General Introduction. It isnot always necessary for the teacher to draw the specimen before the class, but honiusi
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Keywords: ., bookcentury1900, bookdecade1910, bookpublishe, booksubjectdrawing
