SPALDING 



DRAWING AND NATURE-STUDY 



239 



Selecting the best sketches, these were used as elements of com- 

 position, which called for study of relation in size with other ob- 

 jects, in value, and color, with results most interesting to the class 

 as a whole. 



The class which studied rabbits, proceeded in a similar manner, 

 first an hour's sketching of the moving rabbits as they ate, jumped 

 and played with each other (Fig. 3 ) . One student was so interested 

 in the movements that her paper was covered with funny little 



Fig. 2. 



marks suggesting nothing at all. Yet when the time came for 

 memory drawing, she had an animal complete in all its parts, 

 in good proportion and most difficult action. After the memory 

 drawing I asked students to go to the board to draw a rabbit 

 standing erect, one walking with a cane, one sitting in an arm-chair 

 with legs crossed, one running on all fours and one running erect in 

 coat and knickerbockers with a hat on ! Here was a test of what 

 had been gained by alert observation. The shortness of front legs, 

 the sharp heel, delicacy of paws, the long facile sweep of hind leg 

 as it pushes forward, correct position of ears on the head, charac- 

 teristic nose and cheek in profile, all that was most "rabbity" in 

 a rabbit brought out distinctly. 



