336 METHODS IN TEACHING 



thoughts and conceptions; but, at the same time, his atten- 

 tion should be called to the proportions of the various parts ; 

 he should be encouraged to make use of the knowledge 

 gained from object drawing, thus aiding in the development 

 of a healthy imagination. Designing should also be indi- 

 vidual work, although the attention of the child should be 

 called to the underlying principles. Here is the opportunity 

 to make use of the geometric drawing of the constructive 

 training and of the freedom and observation of the training 

 in object drawing; for the designs must be based upon con- 

 structive lines, and the conventionalized forms of foliage, 

 flowers, and seeds are the most frequently used units. De- 

 signing is the practical channel for the development of taste 

 through individual effort. 



Under the fourth heading of the course is placed every- 

 thing which tends to awaken an appreciation for the beauti- 

 ful; but no attempt is made to teach the 

 o f h ^ SthetiCS theory of art. Growth in such knowledge 

 is induced by teaching color and calling at- 

 tention to color harmony; secondly, by studying historic 

 ornament, and by acquainting the children with the lives 

 and some of the works of a few of the great masters in the 

 world of art ; thirdly, by more general picture study as con- 

 nected with tasteful schoolroom decoration. All these 

 efforts and acquisitions give an unconscious tendency toward 

 a fuller appreciation of the beautiful and a clearer under- 

 standing of the higher standards of art. In all this work it 

 must not be forgotten that one of the highest aims is to de- 

 velop in the child the power to see for himself the beautiful 

 in nature. 



