218 NATURE STUDY. 



and accuracy of a description by trying to draw fro^ 

 it, shows the value of drawing in the study ot structure. 

 The essentials in structure are the form and relative 

 position of parts, and the best possible means of express- 

 ing these is drawing. As we have seen, we can at best 

 get only an approximate and rather hazy picture of form 

 from a word description. A few strokes with pencil or 

 crayon will give us a better idea of crayfish or plant 

 than we can possibly get from a word picture. When 

 making a drawing of an object, we are compelled to ob- 

 serve much more carefully than when writing a descrip- 

 tion of it. We must notice the relative position and 

 shape and size of every part we draw. On the other 

 hand, nothing demonstrates so forcibly to ourselves, as 

 well as to others, the lack of clearness in our ideas of 

 form as the drawings we make. The youngest children 

 see at a glance wherein the drawing they have made is 

 incorrect or poor, when they do not and cannot see the 

 deficiencies in a written description or word picture. 



Remembering what was said in the previous chapter 

 about the function and value of expression, we will 

 find drawings most helpful in the study of structure in 

 compelling pupils to observe carefully, and thus to gain 

 clear ideas, and to express exactly, and thus convey 

 those ideas to others, arid in helping them to study and 

 understand the drawings or pictures made by others. 



It is an excellent plan, pursued in many schools, to 

 place the object before the pupils without any previous 

 study or description of structure, arid tell them to draw 

 it. These first drawings may be criticised and discussed 



