OF NATURE STUDY. — j 



no stage of existence in which it is not an essential mode of expression, not- 

 withstandinj^ the fact that many educated (?) men can scarcely "whittle" with a 

 jack-knife. The perfection of the model depends upon the power of analysis, 

 accompanied by the power of synthesis. To become efficient in modcllinji;^ 

 one must analyze the object. To become ;m efficient anaU'zer one must model, 

 «nust he not? It is in the attempt to model an object that one learns wherein his 

 analysis was defective, just as in the hig^her stage, defective expression in speech 

 discovers defective analysis of thought. During the presentative stage, the 

 child cainiot discover his faults of finalysis by any more ideal mode of express- 

 ion than modelling. The teacher may pomt out defects of analysis but this is 

 not cultivating the child's self-actvily. 



Drawing. 



Drawing is a more ideal form of exprission than modelling. The represent- 

 ation is limited to two dimensions in space (surface), though the third dimension 

 is represented b}' an illusion of perception. At first, however, the child's draw- 

 ings are somjjwhat diagrammatic in appearance, though by no means so in 

 reality. Instead of eliminating details as is done in a diagram, everv detail is 

 represented, even though it be not apparent from the point of view. The thaw- 

 ing is too rt?al at fnst. The child must learn to leave something to the idealizing 

 power of mind. The point we wish to emphasize, however, is tliat drawing is a 

 mode of expression of thought, and shoukl not be divorced there-from as it loo 

 often is. Also, every child in its life passes throu>;h a stage when drawing is the 

 predoniinant means of thought expression. It may be possible for a few to miss 

 this stage an^l still acquire the right mental development, but for the great 

 majority, the conmionplace men and women, it is essential that this mode of 

 expression receive attention at the proper time. This time will probably come 

 between the years of eight and twelve, during which time the moloi- centres of 

 the brain are developed. If not developed at this age, there must be serious 

 deficiency in mental equiiMnent. 



Probably the most common mistake in connection with drawing and the use 

 of pictures in general in school, is the neglect to interpret illustrations. Just as 

 in studying Latin, it is essential to translate from Latin to English and from 

 English to Latin, so in making use of illustrations we must illustrate our thoughts 

 in drawing, and also interpret the thoughts of others as expressed in their draw- 

 ings. By such a process we make the transition from this stage of expression to 

 the higher stage of oral or written expression. This transition is quite as imijort- 

 ant in its time and place as is the transition frotn modelling to drawing. 



Diagrams. 



Here, again, is an important mode of expression which has been entirely 

 overlooked. Probably the majority of educationists w'ould consider it a con- 

 venience rather than a necessit}'. Yet, in the world of science, at least, it is more 

 important than drawing. It is scarcely possible to make a drawing that would 

 have any scientific value. At any rate, it is of far less value than a good diagram, 

 which expresses a general principle. The diagram is the concrete way of express- 

 ing a principle and is the logical method of introducing it, just as we begin to 



