334 METHODS IN TEACHING 



such as those of Phidias, Raphael, Diirer, Murillo, Rosa 

 Bonheur, Landseer, need no translation. They are uni- 

 versally understood. 



Considered in this light, a knowledge of drawing and art 

 are essential in a well-rounded education. Instead of add- 

 ing to an already crowded school curricu- 

 Correlation 



lum, in the hands of a skillful teacher these 



branches become aids in mastering other studies; as, arith- 

 metic, geography, nature study, history, literature. A pic- 

 torial representation, as a drawing, a photograph, or even a 

 few touches with pencil or chalk, often makes a thought 

 clearer than when it receives only oral or written descrip- 

 tions. Consequently, the correlation of drawing and art 

 with other subjects is of great importance, although their 

 teaching as a separate study is never lost sight of. The 

 first thought in arranging the work for the grades is to have 

 a natural, gradual growth and development along all the 

 lines included in these branches throughout all the years of 

 school life. 



Formerly the individuality of the child was not sufficiently 



respected; today there is more danger of not doing enough 



class work. To foster individuality original 



Individual exercises, as narrative drawing and design- 



Qass Work in &> are S iven f re Q uentl y J general drills and 



training are found in directed work, as 

 drawing objects and geometric designs. While there are 

 many reasons for the original work, the training under 

 guidance must not be neglected, or no progress will be made 

 along general, systematic lines. The two forms of exercise 

 are necessary in public school work if good results are to 

 be obtained. 



