Suppose the object-lesson be the foliage of trees,
and some twenty specimens of distinct varieties are
described. These should be drawn diagrammatically
by the pupils, however roughly ; firstly on slates,
copying the name of the tree, the name of the kind
of hsaf, and drawing its shape, all being described by
the teacher with the real leaves shown to the pupils,
and large diagrams drawn upon the blackboard. A
second lesson to be a repetition of the first ; the
drawings being in books, and arranged systemati-
cally in groups.
Any child who can describe the difference in shape
of two objects ought to be able to draw the differ-
ence ; and will soon be able to do so, even to the
smallest details, if trained by the teacher to express
ideas both in words and forms with equal precision.
In the primary schools, drawing should be taught
for the purpose of familiarizing the children with
names and terms and common shapes ; to accustom
them to resort to drawing as readily as to speaking,
when it will explain their ideas better ; and the
great thing the teacher has to remember is, that
there will be always the same deficiencies of quality



] 44 DRAWING, IN GRADED PUBLIC SCHOOLS :

in the drawing of children as there are in their
thoughts.
There must be no artificial difficulties made for

«

children by arbitrary rules ; such as that the slate
or book must always be kept in one position^ or
that the accuracy of leading lines must never be
tested by measurement. These old*fashioned rules
do no good, but much harm, and are based upon ig-
norance of what the human frame is capable of
doing without dislocating some of its most useful
extremities.
