INTRODUCTION 9 



Fourth: That the language work shoukl be largely 

 oral, and the attempt made not merely to restate the 

 facts observed and their meaning, but to lead out into 

 further thought on the same subject. 



The written language consisted of records in which 

 exactness, brevity, and neatness were insisted upon ; orig- 

 inal notes ; and, whenever a subject was finished, a writ- 

 ten resume, usually illustrated, and always following an 

 oral discussion. 



In Color, I am convinced that the initial work, at 

 least, should never be from small objects, but should deal 

 with large masses in obvious perspective. With white 

 chalk and blue paper all the different clouds may be rep- 

 resented ; with the ordinary colored crayons, a series of 

 pictures accurately representing the change of seasons as 

 shown, even in cities, by the progressive changes in color, 

 may be made by the children. After this, they may 

 more safely attempt to portray smaller objects, such as 

 the trees, and finally, perhaps, the animals and flowers 

 which they are studying. 



AVith the older children I have found color work with 

 the plants and animals a great waste of time, from the 

 science standpoint, at any rate. They see and learn much 

 more when they attempt to make an accurate drawing. 



With the little children the reverse is true. 



