INQUIRIES 155 



tangle of berries and berries— of course I knewl 

 With what wild delight I told her ! and then she 

 said, ''Just write that down and it will be your 

 composition." From that day until this I hope I 

 have written only on those things that are dear to 

 me. 



I have a similar word to say about drawing. The 

 other day I heard Mrs. Comstock speak on this 

 subject before a convention of teachers. She is 

 herself an artist. She said that there are two kinds 

 of drawing — the kind that is the child's self- 

 expression, and the kind that makes an artistic 

 picture. It is natural for every child to make 

 lines and marks to express what it sees or 

 experiences ; but when these lines and marks 

 do not conform to the ideals of grown-ups, 

 we discourage the eflFort and the child ceases 

 to draw. Considered as the effort of the child 

 to express itself, no drawing can be "poor." 

 Mrs. Comstock put on the board a copy of 

 a drawing from a child's pad, and it was as 

 follows : 



'* The impression that a man made on the child— face, arms, legs " 



